L161(. 



jWanual 

of 
The State High School Board 

of North Dakota 




August, 1911 



GRAND FORKS HERAtD 



A MANUAL FOR THE USE 



STATE HIGH SCHOOLS 

OF NORTH DAKOTA 



Published by the High School Board 



AUGUST, 1911 



MEMBERS OF THE STATE HIGH SCHOOL BOARD 

J. H. WORST, President State Agricultural College, Pres. Board 

E. J. TAYLOR, State Superintendent of Public Instruction, Sec'y Board 

FRANK L. McVEY, President of Uni'versity of North Dakota, Examiner 

W. J. ALEXANDER, Superintendent City Schools, Rolla, N. D. 

W. L. STOCKWELL, Former Supt. of Public Instruction, Fargo, N. D. 



STATE HIGH SCHOOL INSPECTOR 

RICHARD HEYWARD, GRAND FORKS, N. D. 



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TABLE OF CONTENTS 

I. Statutory Provisions ...... 7 

II. Rules and Regulations ..... 15 

a Application for Classification .... 15 

b Conditions of Acceptance .... 15 

c Classifications of Schools and Additional Condi- 
tions of Acceptance ..... 18 

d Conduct of the School ..... 19 

e Rules for Conducting Examinations . . 22 

III. Program of Studies and Index of Synopses . . 28-29 

IV. Suggested High School Courses .... 30 
V. Credit Given for High School Work Toward Teach- 
ers' Certificates ..... 31 

VI. Synopses of Subjects ...... 32 

VII. Mechanical Drawing Plates ..... 79 

VIII. General Reference ....... 88 



PREFACE 

This manual is published for the use of school officers, superin- 
tendents, principals and teachers. Its purpose is to state condi- 
tions of classification, rules governing examinations and courses 
of study, and to indicate briefly the amount and character of work 
required in each subject. This manual supersedes all other cir- 
culars and letters of instruction from the state high school board. 

E. J. Taylor, 

Secretary. 
Bismarck, August i, 191 1. 



MANUAL OF HIGH SCHOOL 
BOARD 



1. STATUTORY PROVISIONS 

[Revised Codes of 1905 as amended in 1907.] 



General Laws, 191 i, Chapter 267 

§ I. Section 1031 of the Revised Codes of 1905 is hereby re- 
vised to read as follows : 

§ 1031. State High School Board. How Composed and 
Duties. — The superintendent of public instruction and the president 
of the state university, and the president of the North Dakota Agri- 
culture College, ex-officio, one member to be chosen from among 
the superintendents of the city schools, in which are located high 
schools of first class and one member (male) who shall not be offi- 
cially connected in any manner with the educational system of the 
state, shall be appointed by the governor as herein provided, and 
shall constitute and be called, "The State High School Board," and 
shall perform the duties and have and exercise the powers here- 
inafter mentioned. 

One of the members chosen from among the superintendents of 
the city schools of first-class, shall be appointed for a term of four 
years, and one member chosen from among the superintendents 
of city schools of first-class shall be appointed for a term of two 
years. The member of the board at large shall be appointed for 
a term of two years ; thereafter, the members shall be appointed 
for a term of four years as provided by law in the case of other 
state boards. 

§ 1032. Schools Classified. — Any public graded school 
in any city or incorporated village or township, organized into a 
district, under the township or district system, which shall give 
instruction according to the terms and provisions of this article and 
shall admit pupils of either sex from any part of the state without 
charge for tuition, shall be entitled to be classified as a state high 
school, and to receive pecuniary aid as hereinafter specified; pro- 



8 HIGH SCHOOL MANUAL 

vided, however, that no such school shall be required to admit non- 
resident pupils unless they pass an examination in orthography, 
reading in English, penmanship, arithmetic, grammar, modern 
geography and the history of the United States. 

§ 1033. Requirements for Classification. — The said board 
shall require of the schools applying for such pecuniary aid or pre- 
requisite to receiving such aid, compliance with the following con- 
ditions, to-wit : 

1. That there be regular and orderly courses of study, embracing 
all the branches prescribed by the said board for the first two years 
of the high school course. 

2. That the said school reciving pecuniary aid under this article 
shall at all times permit the said board of commissioners, or any of 
them, to visit and examine the classes pursuing the said preparatory 
courses. 

§ 2. Section 1034 of the Revised Codes of 1905 is hereby re- 
vised to read as follows : 

§ 1034. High School Inspector. How Appointed. What 
Schools to Receive State Aid. Appropriation. — The State 
High School Board shall appoint a high school inspector, whose 
^•erm of office shall be two years, provided, that the inspector ap- 
pointed in 1911 shall hold office for two years from July i, 1911. 
The salary of the high school inspector shall be two thousand dol- 
lars per annum payable monthly, on warrant of the state auditor, 
from the general fund of the state. The high school inspector 
shall also receive his actual and necessary expenses incurred in the 
discharge of his official duties, which expenses shall be paid as 
provided by law out of the general fund of the state. He shall 
visit at least once a year, and carefully inspect the instruction, dis- 
cipline and general condition of each high school of the state and 
make a written report on the same immediately ; provided, that no 
money shall be paid in any case until after such report shall have 
been received and examined by the board and the work of the 
school approved by the board. The said board shall receive appli- 
cations from such schools for aid as hereinafter provided, which 
applications shall be received and acted upon in order of their 
reception. The said board shall apportion to each of said schools, 
which shall have fully complied with the provisions of this article, 
and whose application shall have been approved by the board, the 
following sums, to-wit: Eight hundred dollars each year to each 



HIGH SCHOOL MANUAL 



school maintaining a four years' high school curriculum and doing 
four years' high school work. The sum of five hundred dollars 
each year to each school having a three years' high school curric- 
ulum and doing three years' high school work. The sum of three 
hundred dollars each year to each school having a two years' high 
school curriculum and doing two years' high school work ; provided, 
that the moneys so appropriated to any high school shall be used 
to increase the efficiency of the high school work ; provided, that not 
less than forty per cent of the money appropriated must be used in 
any one year for libraries, laboratories and other apparatus and 
equipment; provided, further, that the total amount of apportion- 
ment and expenses except the salary and expenses of the high 
school inspector, under this article shall not exceed forty-five thous- 
and dollars in one year. The sum of forty-five thousand dollars 
is hereby appropriated annually for the purposes of this article, to 
be paid out of any moneys in the state treasury, not otherwise 
appropriated, which amount, or so much thereof as may be neces- 
sary, shall be paid upon the itemized vouchers of said board, duly 
certified and filed with the state auditor; provided, however, that 
in case the amount appropriated and available under this article 
for the payment of aid to such schools shall in any year be insuf- 
ficient to apportion each of such schools as are entitled thereto, the 
full amount intended to be apportioned to the high schools of the 
various classes, then, in such case, such amount as is apportioned 
and available shall be apportioned pro rata among the schools 
entitled thereto. 

§ 3. Section 1035 of the Revised Codes of 1905 is hereby re- 
vised to read as follows : 

§ 1035. No Compensation for Members of Board. Expenses. 
Salary of High School Inspector. The members of the board 
shall serve without compensation, but the actual and necessary ex- 
penses of the board, salary and expenses of the clerk, of the exam- 
iner and of the readers of the high school board examination papers, 
shall be paid in the same manner as provided by law for other state 
officers. 

§ 4. Section 1036 of the Revised Codes of 1905 is hereby re- 
vised to read as follows : 

§ 1036. Discretionary Powers. — The high school board shall 
have full discretionary power to consider and act upon applications 
of schools for state aid and to prescribe conditions upon which said 



HIGH SCHOOL MANUAL 



aid shall be granted, and it shall be its duty to accept and aid such 
schools only as will, in its opinion, if aided, efficiently perform the 
service contemplated by law. Provided, not more than five schools 
in any one county shall have the right to aid under the apportion- 
ment of the state high school fund until all other schools eligible 
under the provisions of this act chall have received their propor- 
tionate share of such high school aid. Any school once accepted and 
continuing to comply with the law and regulations of the board 
made in pursuance thereof shall be aided not less than three years. 
The board shall have power to establish any necessary and suitable 
rules and regulations relating to examinations, reports, acceptance 
and classification of schools, courses of study and other proceed- 
ings under this article. 

§ 1037. Shall Keep Record. — The said board shall keep a 
record of all proceedings and shall make on or before the first day 
of December in each year a report, covering the previous school 
year, to the superintendent of public instruction, showing in detail 
all receipts and disbursements, the names and number of schools 
receiving aid, the number of pupils attending the classes in each, to 
which report they may add such recommendations as they may deem 
useful and proper. 

General Laws of 191 i, Chapter 40 

An Act to provide for the establishment and maintenance of a 
Department of Agriculture, Manual Training and Domestic Econ- 
omy in state, high, graded and consolidated schools. 

Be It Enacted By the Legislative Assembly of The State of 
North Dakota: 

§ I. Schools to Maintain Department of Agriculture. 
How Designated. — Any state high school, graded or consolidated 
rural school having satisfactory rooms and equipment, and having 
shown itself fitted by location and otherwise to do agricultural 
work, may, upon application to the high school board be designated 
to maintain an agricultural department. 

§ 2. Requirements. — Each of such schools shall employ trained 
instructors in agriculture, manual training and domestic science, 
(including cooking and sewing,) and have connected therewith, so 
long as they shall enjoy the benefits of this act, a tract of land suit- 
able for a school garden and purposes of demonstration, and con- 
taining not less than ten acres and located within one mile of school 
buildings. 



HIGH SCHOOL MANUAL il 

§ 3. Instruction. To Be Offered. — Instruction in the in- 
dustrial department herein provided shall be free to residents of this 
state. Where necessary to accommodate a reasonable number of 
boys and girls able to attend only in the winter months special 
classes shall be formed for them. Said department shall offer in- 
struction in soils, crops, fertilizers, drainage, farm machinery, farm 
buildings, breeds of live stock, stock judging, animal diseases and 
remedies, production, testing and hauling of milk and cream, the 
manufacture of butter and cheese, the growth of fruit and berries, 
management of orchards, market garden and vegetable crops, cereal 
grains, fine seeds, bookkeeping and farm accounts and all other mat- 
ters pertaining to general practice. 

§4. Each of said schools shall receive state aid in the sum of 
two thousand five hundred dollars and its proportionate share of all 
moneys appropriated by the national government for the teaching 
of elementary or secondary agriculture in the public or high schools 
of this state, but shall not participate in the state aid now being 
given to the state high schools. Not more than five schools shall 
be aided the first year nor more than five be added to the list every 
two years thereafter. 

§ 5. Appropriation. — For carrying out the provisions of this 
act there is hereby appropriated out of any moneys in the state 
treasury not otherwise appropriated: For the year ending June 
30, 1912, the sum of $12,500. For the year ending June 30, 191 3, 
the sum of $12,500. 

Provided, that no more than one school in any county shall be 
added to the list of state schools receiving state aid under this act 
in any two years. 

§ 6. Extension to Rural Schools. — For the purpose of ex- 
tending the teaching of agriculture, home economics and manual 
training to pupils in rural schools, and for the purpose of extend- 
ing the influence and superivision of state high or graded schools 
over rural schools, one or more rural schools may become associated 
with any state high or graded school maintaining a department of 
agriculture, whether or not such high or graded school has been 
designated by the state high school board to receive aid under the 
provisions of this act. Any such high or graded school shall, for 
the purpose of this act, be known as a central school. 

§ 7. How Effected. — To effect this, proceedings shall be had 
by petition and election on the part of the rural school or schools 



12 HIGH SCHOOL MANUAL 

as now provided by law for the consolidation of school districts and 
ballots to vote upon this proposition shall read : 

To associate with District No for the teaching of agricul 

ture and manual training. 

Yes 

No 

The district or districts casting a majority vote upon the approval 
of such association by a majority of the school board of the central 
school become so associated and the rural school or schools together 
with the central school shall thereafter be known as the associated 

schools of for the teaching of agriculture and 

manual training. 

§ 8. Taxes. How Levied. — The members of the various school 
boards of the associated schools shall meet on the third Monday in 
June of each year at the central school building to act as a board of 
review and to examine into the amount of money expended in each 
department of work herein provided for and to determine the 
amount of tax which shall be levied on the associated rural school 
district or districts for the purpose of maintaining courses of in- 
struction as provided in Section 3 of this act and for the purpose of 
extending such instruction to the pupils of the associated rural 
schools. Provided, however, that the tax shall not be less than one 
mill nor more than four mills in the various rural school districts in 
the association and such tax shall be in addition to other general and 
special school taxes in such rural districts. The amount of such 
tax shall be certified by the chairman of the meeting to the county 
auditor to be by him extended against the property in the respective 
districts and when collected by the county treasurer, such tax shall 
be paid to the treasurer of the central school who shall furnish the 
board of review full and detailed statement of all moneys received 
and expended. 

§ 9. Central Board. How Organized. — The school board of 
each rural district associated with a central school under the pro- 
visions of this act shall designate one of its members by vote to act 
with the school board of the central school in carrying out the pro- 
visionsof this act as to the teaching of agriculture, domestic economy 
and manual training in such schools and in all matters pertaining to 
such instruction both in the central school and in the associated rural 
schools, such members shall have equal power with the member of 
the school board of the central school. 



HIGH SCHOOL MANUAL 13 

§ 10. Duties of Principal. — The principal or superintendent 
of the central school shall have and exercise the same authority and 
supervision over the rural schools as over the central school. He 
shall prepare for the associated rural schools a suitable course of 
study embodying training and instruction in agriculture and such 
subjects as are related to farm life and can be successfully taught 
in rural schools. 

§ II. How Terminated. — The relationship and obligations be- 
tween the associated rural school or schools and the central school 
may be terminated at any annual school meeting by a majority vote 
of the associated districts, but not until the central school has had 
at least one year's notice of the intention to vote on the question. 

Item — $12,500 for year ending June 30, 1912, vetoed ; others ap- 
proved. March 18, 1911. 

PARTIAL VETO 

Bismarck, March 18, 191 1. 
To the Honorable, the Secretary of State: 

I file herewith House Bill No. 29, an act to provide for the estab- 
lishment and maintenance of a department of agriculture , manual 
training and domestic economy in state high, graded and consoli- 
dated schools, with my approval except as to the item $12,500 for 
the year ending June 30, 1912. This item is vetoed for the reason 
that the revenues of the state have been exceeded by the appropri- 
ations. John Burke, 

Governor. 

General Laws 1911, Chapter 264 

An act requiring a more thorough and comprehensive system of 
instruction in all common and high schools of this state, and provid- 
ing a penalty for the violation therof. 

Be It Enacted by the Legislative Assembly of the State of North 
Dakota : 

§ I. Writing. — Each pupil in the common schools as they shall 
become sufficiently advanced to pursue the same, shall be required 
to devote at least fifteen minutes practice in writing each day during 
the school year. 

§ 2. Course of Study in High Schools, Selection by Pupils. 
— All pupils entering high school shall select one of the courses of 
study offered by said high school, and no pupil shall be permitted 



14 HIGH SCHOOL MANUAL 

to change said course of study, except by permission of the superin- 
tendent of said school, or upon request of the parents or guardian 
of said pupil. 

§ 3. Review by Senior Class, Duty of Superintendent. — 
The superintendent shall, and it is hereby made his duty to cause to 
be reviewed by each senior class during the second semester, the 
full and complete course of study pursued by said class in the gram- 
mar grades. 

Approved March 6, 1911. 



HIGH SCHOOL MANUAL 15 



II. RULES AND REGULATIONS 



A. — APPLICATION FOR CLASSIFICATION 

1. Candidates for classification shall make application to the 
board, through its secretary, on or before June i of each year, on 
blanks furnished by the secretary upon application. 

2. These applications shall be filed by the secretary and con- 
sidered by the board in the order of their receipt. Each application 
shall be accompanied by a full report of the high school. 

3. Any school failing to comply with the law, and regulations 
of the board, made in pursuance thereof, shall be removed from the 
list of classified schools and may be re-entered only upon renewal of 
its application. 

4. Schools applying for classification after all funds appropri- 
ated for aiding high schools are exhausted may be classified as state 
high schools without aid and be entitled to the same privileges of 
examination and certificates as free state high schools receiving aid. 

B. — CONDITIONS OF ACCEPTANCE 

1. There shall be a well organized elementary school with a 
course of instruction of such elementary school, corresponding sub- 
stantially to the eight years' course prescribed by the department 
of public instruction for common and graded schools. 

2. Third class high schools shall have not less than four rooms 
or departments and at least one laboratory and recitation room ; 
second class schools shall have not less than five rooms or depart- 
ments and two additional rooms for laboratory and recitation work ; 
first class high schools shall have not less than five rooms or depart- 
ments and a sufficient number of additional rooms for laboratory 
and recitation purposes, at least three, 

3. The minimum number of teachers in third class high schools 
shall be five, which includes the principal and one assistant high 
school teacher; second class high schools seven, including the prin- 
cipal and two assistants in high school; and first class high schools 
eight, including the principal or superintendent and three assistants 
in high school, — two of these assistants must devote their entire 
time to high schol work and the third may give a portion of her 
time to supervision of vocal music and freehand drawing in the 
elementary schools. 



i6 HIGH SCHOOL MANUAL 

4. The work in all state high schools shall be of a high order. 

5. Each state high school shall be provided with necessary reci- 
tation rooms, furniture, apparatus and library, to the end that the 
work of the schools shall be of the highest possible efficiency. 

6. The school session shall consist of at least nine months, or 
thirty-six weeks, each year. 

7. The superintendent shall be provided with an office and with 
sufficient assistance in high school and office to allow him one-fourth 
to all of his time in school hours for general supervision 
over the grades. In the office of the superintendent or principal there 
shall be kept on file circulars, pamphlets and correspondence pertain- 
ing to the school, records of equipment, records of library, of enroll- 
ment, of scholarship, of promotions, of alumni, etc. 

8. All schools accepting high school aid shall be required to 
keep such funds separate from the general fund, and said high school 
aid shall be used only for the following purposes : 

Forty per cent, or more for : 

(a.) Laboratory apparatus and supplies for all science work in 
the high school, including agriculture. 

(b.) Purchase of books for high school reference library. 

(c.) Equipment for manual training and domestic science and 
art in the high school. 

(d.) Equipment for commercial courses in the high school. 

And the remainder, if any, shall be used in the payment of high 
school teachers' salaries. 

The clerk of the school board of each school receiving aid shall 
submit to the high school board, not later than June ist. of each year, 
a detailed statement of all expenditures during the year of rnoney 
received from state aid for high schools. The state high school aid 
of the following year shall be withheld from any school the clerk of 
which fails to make satisfactory report of the disbursement of the 
aid last received on or before June ist, 

9. The high schol board will classify no high school as first class 
in a district having an assessed valuation of less than $250,000. 

10. In high schools of the first class list and in all second and 
third class high schools having a four-year* curriculum, the super- 



Any high school offering in the aggregate, whether by alternation of subjects or other- 
wise, fifteen (15) or more units of high school work and gnsdviating or purposing to graduate 
pupils from the high school, shall be considered as having a four-year curriculum for the 
purposes of this ruling. See section four 14) under "D.— Conduct of Schools" in this Manual. 



HIGH SCHOOL MANUAL \^ 

intendent, principal of the high school, and assistants in the high 
school department shall hold the B. A. or equivalent degree from 
an institution of recognized standards or shall hold the first grade 
professional certificate, granted under the provisions of section 
252 of the school laws of 191 1. 

In first and second class high schools, teachers of music, drawing, 
commercial subjects, agriculture, manual training, domestic science 
and domestic art who do not hold the bachelor's or equivalent de- 
gree from an institution of recognized standards or the first grade 
professional certificate, granted under the provisions of section 252 
of the school laws of 191 1, shall hold special certificates to teach 
these subjects, granted under the provisions of section 253 of the 
school laws of 191 1. 

In second and third class high schools that do not offer a four- 
year curriculum, if the superintendent, principal, and assistants ni 
the high school department have not the B. A. or equivalent degree 
from an institution of recognized standards or the first grade pro- 
fessional certificate, granted under the provisions of section 252 of 
the school laws of 191 1, they shall hold the second grade profes- 
sional certificate, granted under the provisions of section 251, or its 
quivalent, as provided for in section 254 of the school laws of 191 1. 

This ruling shall be effective on and after July i, 191 1 ; but shall 
not be retroactive. 

loa. The large classes, or sections of classes, in a school should 
not contain more than thirty pupils. If classes are large, a teacher 
should not be required to take charge of more than five per day. If 
they are small, containing but four to ten pupils, a teacher may suc- 
cessfully conduct seven classes per day, depending somewhat on the 
subjects taught. One who teaches the subject of English should 
not be required to instruct more than one hundred pupils per day. 
One who teaches English I. or II. only should not instruct more 
than seventy-five pupils per day. 

II. The high school board shall classify as first class no school 
paying less than $1,200 a year to its principal or superintendent; as 
second class, no school paying less than $1,000 to its principal ; and 
as third class, no school paying less than $900 to its principal ; and 



i8 HIGH SCHOOL MANUAL 

shall classify no high school of any grade which pays less than $65 
per month to the assistants in the high school. 

The wages ordinarily paid to teachers are entirely inadequate, 
considering the service which a good teacher is expected to render 
and the preparation which that teacher must have to render that 
service; and although the high school board requires for purposes 
of classification the above minimum, it recommends that the salary 
of a superintendent of a first class high school be not less than 
$1,500 per annum; of a second class high school, not less than 
$1,200, and for a third class high school, not less than $1,000; 
further, that no high school assistant should receive less than $70 
per month. 

12. No school shall be classified by the high school board which 
has not an efficient heating and ventilating system, and proper sani- 
tary conditions. Medical inspection of pupils is recommended. 

C. — CLASSIFICATION OF SCHOOLS AND ADDITIONAL CONDITIONS 
OF ACCEPTANCE 

All high schools accepted by the high school board shall be in- 
cluded in one of the following classes : 

(a) High schools of the first class shall include all schools doing 
fcur years of work and which have complied with the following 
and other conditions : 

1. They shall have not less than thirty well prepared pupils in 
average daily attendance and at least three assistant high school 
teachers, one of whom may be the supervisor of music and drawing 
in the grades. 

2. The school shall have suitable and commodious quarters and 
shall have well established laboratory courses in three of the science 
courses named by the state high school board in the program of 
studies for high schools. 

3. They shall afford instruction in all of the constants prescribed 
by the state high school board as per program of studies, p. 28. 

4. They shall have an ample working library, including a suf- 
ficient supply of supplementary reading for each of the twelve 
grades. 

5. . In all first class high schools the subjects of music and drawing 
shall be taught under the supervision of a specialist or by a special 
instructor or by some teacher competent to supervise these subjects. 

(b) The second class shall include those schools in which the 



HIGH SCHOOL MANUAL 19 

course extends at least thru three years as explained under Program 
of Studies for High Schools, page 28, and comply with the follow- 
ing and other conditions : 

1. High schools of the second class shall have an average daily 
attendance of not less than twenty well prepared pupils and at least 
two assistant high school teachers, one of whom may be the super- 
visor of music and drawing in the elementary grades. 

2. Ample laboratory appliances for instruction in either botany, 
zoology or agriculture, and in either physics or chemistry, for each 
y)upil. 

3. They shall afford instruction in three-fourths of the list of 
constants named in the program of studies, p. 28. 

4. A selected historical and reference library for the work in 
history and English and the sciences taught, and supplementary 
reading for the grades of the elementary school in connection. 

(c) The third class schools shall be those that afford instruction 
in eight of the fifteen units of prescribed work. They shall possess: 

1. An average daily attendance of at least fifteen well prepared 
pupils, and one assistant high school instructor who may supervise 
music and drawing in the grades. 

2. Ample laboratory appliances for instruction in either botany, 
zoology or agriculture and offer, at least one. 

3. An ample working library and a sufficient supply of supple- 
mentary reading for each of the first ten grades. 

(d) State high schools, having an agricultural department, be- 
sides meeting the requirements of a state high school, shall have: 

1. Two special instructors, one in agriculture and manual train- 
ing and one in domestic science and art. 

2. Sufficient and well equipped rooms for the pursuit of these 
subjects; a room each for manual training, domestic science and 
agriculture. 

3. Ten acres of land within one mile of the school building for 
use in experimentation. 

D. — CONDUCT OF THE SCHOOL 

I. All pupils before admission to the high school shall pass a 
satisfactory examination in reading, writing, spelling, geography, 
Enolii^h language and grammar, United States history and arith- 
metic. 

It is recommended that seventh and eighth grade pupils in ele- 



20 HIGH SCHOOL MANUAL 

mentary schools connected with state high schools take the high 
school board examinations for entrance to high school. In order to 
make stronger the articulation between the state high school system 
and the system of common schools of the state, it is recommended 
that the high schools accept for entrance, pupils from other elemen- 
tary schools who have succeeded with the final examinations pro- 
vided for in the Course of Study for the Common Schools of North 
Dakota. 

2. All courses are to be pursued a year of at least thirty-six 
weeks except when otherwise specified. A course of study pursued 
a minimum of thirty-six weeks, five periods per week or equivalent, 
each period having a duration of forty minutes in the clear, counts 
as a unit. 

The recitation period shall be forty minutes in the clear. There 
should be, at least, two eighty-minute laboratory periods per week 
for each subject requiring laboratory work and the daily program 
should be arranged to conform to these eighty-minute periods. 

3. English I., English II., English III., Adv. U. S. history and 
civil government shall be constants for the pupil ; i. e., no pupil shall 
graduate from one of the state high schools without having com- 
pleted these subjects. High schools of the first class are required 
to do a minimum of fifteen (15) units of work; high schools of the 
second class twelve (12) units, and high schools of the third class 
eight (8) units. High schools of the first class shall include in their 
program each year all the constants named in the list under Program 
of Studies, page 28 ; second class schools shall include three- fourths 
of the units of this list of constants, among which shall be courses 
I., II. and III. in English and elementary algebra; third class schools 
shall include one-half of the units of these constants, among which 
shall be courses I. and II. in English and elementary algebra. 

Schools in the first class list shall be prepared to offer all courses 
named in the program of studies for high schools, p. 28; but no 
course, beside the constants, should be offered unless desired by four 
or more pupils. Other schools should not offer courses in which 
there are only one or two pupils to pursue them. 

4. The minimum number of units of work required of pupils for 
graduation shall be fifteen (15) and no state high school whether 
first, second or third class, shall graduate pupils who have not se- 
cured fifteen units of credit; but schools may have exercises and 



HIGH SCHOOL MANUAL 



give certificates to pupils who have accomplished a smaller number 
of units of work. 

The superintendent or principal of every state high school shall 
require that every pupil graduating from said high school shall be 
well informed in reading, writing, spelling, geography, English 
language and Grammar, United States history, arithmetic, human 
physiology and hygiene, and civil government. 

5. Courses in agriculture are outlined and it is urged that schools 
offer this work. 

Manual training and domestic science are required in schools on 
the first class list, and it is urged that second and third class schools 
also offer these subjects. 

6. Superintendents, principals and boards of education are urged 
to adopt measures to secure the pursuit by pupils of such courses 
as will be for the pupil's greatest benefit and make his high school 
course, or curriculum, have, finally, thoroness, strength and unity. 

7. Certificates will be given by the examiner to successful ex- 
aminees in the several subjects passed on examination. These cer- 
tificates are accepted by the university, the agricultural college, the 
state normal schools, the normal-industrial school and the school of 
science in lieu of the usual entrance examinations. 

8. Two completion examinations shall be offered each year in 
high school and elementary school branches to all classified schools ; 
but high schools of the first class shall not be required to pass final 
examinations in all subjects named by the high school board, but 
they shall be examined in such subjects as the examiner may require, 
notice of the required examinations being given to all schools of 
this class at the same time and not more than fifteen days before the 
date of the examination provided, that schools of this class may, at 
their discretion, hold final examinations in all subjects offered by 
the board upon the usual application to the examiner for the ques- 
tions. The examiner may, at his discretion, offer the examinations 
of the board to schools of three or more teachers, not classified but 
doing at least four units of high school work and giving promise, 
with encouragement, of doing, in the near future, the entire eight 
units requisite for classification. Other schools will not be entitled 
to take the examinations. 

In securing state high school board credit through these examina- 
tions the amount of time devoted to preparation is an element. 
The examiner will offer examinations in subjects named in the 



HIGH SCHOOL MANUAL 



program of studies, page 28, of this manual and in those subjects 
only. 

The report of the examiner to the schools on the May-June exam- 
inations will be made on or before August 30th following. This 
report will be made to the clerk of the local school board, 
unless a special request to make it to another is received. 

9. Music and drawing shall be offered in every high school but 
pupils, individually, may elect to pursue these subjects or nqt to 
pursue them. Schools shall also offer courses in the elective sciences 
as well as in physics and shall be equipped for this work as specified 
under Classification of Schools, page 18. 

10. Credits shall not be allowed in both of two subjects that are 
largely duplicates of each other; as, ancient history and general 
history, modern history and general history, the unit course in 
botany and the unit course in zoology. 

11. The board of education of each state high school, at least a 
month before the close of the school year, shall report to the high 
school board the condition of such school, — stating the number of 
pupils in the high school, the number of subjects pursued during the 
year, the number of pupils studying each subject and the number 
graduating. 

E. — RULES FOR CONDUCTING HIGH SCHOOL EXAMINATIONS. 

All superintendents, principals and teachers in the high school 
department, appointed to conduct examinations of the state exam- 
iner, are required to read Rules numbered 3, 4, 5, 6, 7, 8, 9, 10 and 
II to the class before beginning examinations. 

(Many mistakes in conducting and reporting these examinations 
would be avoided, if those who conduct and report them would read 
these rules carefully and also other statements sent them by the 
examiner.) 

Examinations will hereafter be given subject to the following 
rules — which must be strictly followed : 

I. Two examinations will be offered each year. The first ex- 
amination will begin on the Monday of the twentieth week of the 
semester which opens on the first Monday in September. The sec- 
ond examination will begin on the Friday of the eighteenth week 
of the semester which opens immediately after the close of the first 
semester ; but when Memorial Day falls on one of the examination 
days, then the examination shall begin on Thursday of the i8th 



HIGH SCHOOL MANUAL 



23 



week. (The January examination in 1912 begins Jan. 15, The May 
examination in 1912 begins May 23rd.) 

No examinations shall be held on Memorial Day or Saturday. 

The examinations in the several subjects will take place in the 
following order: 



FIRST DAY 



English Grammar, 8th grade. 

a. m. 
Latin Grammar, a. m. 
Vocal Music. 
Vergil, a. m. 



English II, a. m. 
Modern Languages, p. m. 
Arithmetic, High School. 
Senior English Grammar. 



SECOND DAY 



Arithmetic, 8th grade, a. m. 
English I., p. m. 
Solid Geometry, a. m. 
Higher Algebra, a. m. 
Trigonometry, a. m. 
Caesar, a. m. 



Drawing, Freehand. 
Adv. U. S. History (high 
school ) 
p. m. 
Civics (high school) a. m. 
Commercial Geography. 



THIRD DAY 



Geography, 8th grade, a. m. 
Physical Geography, a. m. 
Bacteria, Yeasts and Molds. 
El. Geology, a. m. 
Botany, a. m. 
Zoology, a. m. 
Elementary Algebra, p. m. 



American Literature, p. m. 

English Literature, p. m. 

Bookkeeping. 

Commercial Law. 

Shorthand. 

Typewriting. 

Drawingf. Mechanical. 



FOURTH DAY 



U. S. History, 8th grade, a. m. 
General or Ancient History, 

a. m. 
Modern History, a. m. 
English History, a. m. 
Plane Geometry, p. m. 



Political Economy, p. m. 
Agriculture. 
Chemistry. 

Penmanship and Spelling (high 
school.) 



24 HIGH SCHOOL MANUAL 

FIFTH DAY 

Reading, Spelling and Penman- Psychology. 

ship, 8th grade. Greek. 

Physiology, (high school) a. m. Manual Training — Woodwork. 

Physics, a. m. Domestic Science and Art. 

Cicero, p. m. Horticulture. 
Pedagogy. 

SIXTH DAY 
Postponed examinations. 

The date and order of examinations in subjects printed in Italics 
must not be changed under any circumstances. If the other subjects 
can not be taken on the day specified on account of conflict, they 
must be taken as soon thereafter as possible, on this sixth day if 
necessary. 

No examination shall he taken earlier than the day appointed. 

In case of conflict, pupils should begin early in the half day and 
write on both subjects in the same half day. 

It is to be understood that the examinations set for any day may 
be taken eieher in the forenoon or afternoon, except in cases in 
which a. m. or p. m. is designated. 

II. All applications for questions, stating the subjects and num- 
ber of question papers desired, must be made to the high school ex- 
aminer on requsiition blanks at least twenty days prior to the date 
set for beginning the examinations. The requisition blanks will be 
furnished on application to the examiner. High schools of the 
first class shall not be required to pass final examinations in all 
subjects named by the high school board, but they shall be examined 
in such subjects as the examiner may require, notice of the required 
examinations being given to all schools of this class at the same 
time, and not more than fifteen days before the date of examination 
provided, that schools of this class may, in their discretion, hold 
final examinations in all subjects offered by the board upon the 
usual application to the examiner for questions. The examiner may, 
in his discretion, offer the examinations of the board to schools of 
three or more teachers, not classified but doing at least four units 
of high school work and giving promise, with encouragement, of 
doing in the near future the entire eight units required for classifi- 



HIGH SCHOOL MANUAL 25 

cation. Other schools will not be entitled to take the examinations. 

III. The envelope containing the questions must be retained 
by the superintendent or principal in a safe place until the time ap- 
pointed for examination, and under no circumstances shall the en- 
velope be opened except in presence of the class when seated and 
ready for work. The precise moment of the distribution of ques- 
tions must be announced to the class and observed as the examina- 
tion proper begins at that time. 

IV. The period of examination is three hours in all subjects 
and no more than three hours shall be allowed for an examination, 
and no examination shall be divided, nor shall any pupil be allowed 
extra time, a second trial, to take the examination at any other time 
than that at which the class take it, or to copy his manuscript at 
any other time than within the three hours. 

V. The examination shall be conducted by the superintendent 
or the principal teacher in the high school department. 

VI. Each candidate must be supplied with white legal cap 
paper, pen and black ink and will not be allowed to commuicate 
with anyone except the examiner in charge during an examination; 
nor may he leave his seat until he has completed his work on the 
entire number of questions. In case of any communication the of- 
fender's paper must be thrown out. 

VII. Each candidate shall write at the head of his answer paper 
the date (day of the month and day of the week) on which the 
paper is written and whether it is written in the forenoon or after- 
noon. 

VIII. No explanation whatsoever shall be made concerning the 
questions (not even to ex!plain or call attention to a typhographical 
error), and no teacher or other porson shall be allowed to criticise 
or inspect the work of the pupils while in progress. Each pupil 
is to rely solely on his own judgment as to the meaning of every 
question, and any effort on the part of any pupil to give or obtain 
aid must be followed by instant dismissal from the room. 

IX. Should there by any typographical error, such as to make a 
question, absurd, unintelligible or unsolvable, if students see the 
error, and make the necessary changes and answer the question cor- 
rectly, they are to be allowed full credit in the regular manner, but 
if they do not see the mistake and are thus unable to answer the 
question, it should be left out of account entirely in figuring up the 



26 HIGH SCHOOL MANUAL 

credits, and the paper graded upon the basis of credits allowed 
for the remainder of the questions. 

X. The answers are to be written with black ink and not with 
lead pencil, and are to be arranged and numbered in the order of the 
questions. Special attention should be given to the general order, 
legibility and neatness as well as correctness of the work. 

XI. In mathematics, the entire operation must be given. Mere 
results will be marked zero. In the translation required in the 
language papers, no dictionaries or vocabularies must be used. 

MARKING THE PAPERS 

XII. The superintendent or principal shall examine and mark 
in red ink all the answers in each subject. In case the principal is 
unable to read all the papers he may be assisted by any of the teach- 
ers of the high school department appointed for that purpose. Each 
answer entitled to a definite number of credits must be marked 
separately and not a mark given to the paper as a whole. The 
credits assigned should be reduced to a scale of one hundred and 
the grade entered on filing margin as "principal's mark." Papers 
falling below 65 per cent., or illegible or slovenly in appearance, 
must not be sent to the examiner. 

SENDING PAPERS TO THE EXAMINER 

XIII. Papers when marked should not be rolled; but those of 
each writter on each subject must be folded separately with the up- 
per part of the first page on the outside and those in each subject 
should be tied together with the class list, properly filled out and 
placed on the outside, so that the package will show, without being 
untied, the place, subject, etc. As the amount of time spent in prep- 
aration is an element in securing credit, the data called for on these 
class lists must be complete. Strong rubber bands are preferable 
to twine or cord. The papers in all subjects should be tied together 
in one package, carefully wrapped and sealed, and sent by mail or 
express, charges prepaid, to the State High School Examiner, Uni- 
versity, N. D. If the package is very small it may be sent by mail. 

XV. The principal's certificate and the class list must be sent 
properly filled out and signed. 



HIGH SCHOOL MANUAL 27 



APPEAL FROM EXAMINER'S MARKINGS 

XVI. The appeals from the examiner's markings must be made 
within ten days after the receipt of the examiner's notice of results. 

Address, 

State High School Examiner, 

University, North Dakota. 



28 HIGH SCHOOL MANUAL 

III. PROGRAM OF STUDIES FOR 
HIGH SCHOOLS 

CONSTANTS FOR PUPILS (see page 20) 

Synopses 
NAMES OF SUBJECTS YEAR TO BE PURSUED on pages 

American Literature (Eng. HL) 3rd 34 

Civics, J^ unit 3rd or 4th 46 

Common School Subjects 

English I 1st 32 

English n 2nd 33 

History, Adv. U. S., Vi unit 3rd or 4th 45 

CONSTANTS FOR THE SCHOOL (see pages 18 and 20) 

Algebra, Elementary ist or 2nd 41 

American Literature (Eng. HL) 3rd 34 

Civics, ^ unit 3rd or 4th 46 

Common School Subjects 

Domestic Science and Art, Yz or more units -ist and 2nd 71-78 

Draviring, Freehand, one year, ^ unit ist or 2nd 81 

English I 1st 32 

English H 2nd 33 

Geometry, Plane 2nd or 3rd 42 

History, Adv. U. S., ^ unit 3rd or 4th 45 

History, General or Ancient ist or 2nd 42-43 

Manual Training, ^ or more units ist and 2nd 68-69 

Music, Vocal, one or two years, Yz unit ist and 2nd 81 

Physics 3rd or 4th 48 

ELECTIVES 
Commercial Subjects. 

Arithmetic, High School, Y unit ist and 2nd 85-86 

Bookkeeping, Y or one unit 2nd or 3rd 82 

Geography, Commercial, Y unit 2nd 83 

Law, Commercial, >4 unit 3rd or 4th 83 

Penmanship and Spelling, Y unit ist 82 

Shorthand and Typewriting, one or moreunits3rd and 4th 84 

English Language. 

English Literature (Eng. IV.) _4th 34 

Grammar, senior review of English, Y unit4th 87 

Foreign Language. 

Caesar, Latin II 2nd 36 

Cicero or Caesar, Latin III 3rd 37 

French, I. 2nd or 3rd 40 

French, II 3rd or 4th 40 

German, I 2nd or 3rd 39 

German, II 3rd or 4th 39 

Greek, I 3rd 38 

Greek, II 4th 38 

Latin I., Grammar ist 36 

Second-year Latin 2nd 36 

Spanish, I. 38 

Spanish, II. . 38 

Virgil or Cicero, Latin iV 4th 37 



HIGH SCHOOL MANUAL 29 



History and Economics 

History, English, 5^ unit 2nd or 3rd 44 

History, Modern 2nd or 3rd 42-44 

Polit. Econ., General Economics, J^ unit 47 

Mathematics 

Algebra, Higher, ^ unit 3rd or 4th : 41 

Arithmetic, High School, Yz unit 4th 85-86 

Geometry, Solid, Yz unit 3rd or 4th 42 

Trigonometry, Plane, Y2 unit 3rd or 4th 42 

Miscellaneous. 

Common School Courses Eight grade 87 

Drawing, Mechanical, Y2 or one unit ist and 2nd 78-80 

Pedagogy, Y2 unit 3rd or 4th 85 

Psychology, Y2 unit 3rd or 4th 85 

Science. 

Agriculture, The Elements of 66 

Bacteria, Yeasts and Molds, Y2 unit 64 

Botany ist or 2nd 50 

Botany, Y2 unit ist or 2nd 50-53 

Chemistry 3rd 57 

Geography, Physical, Y2 unit ist or 2nd 60 

Geology, Elementary, Y2 unit ist or 2nd 62 

Horticulture 67 

Physiology, Y2 unit 3rd 56 

Zoology 1st or 2nd 53 

Zoology, Y2 unit ist or 2nd 53-55 



30 



HIGH SCHOOL MANUAL 



VL SUGGESTIVE HIGH SCHOOL CURRICULA 



FOREIGN LANGUAGE 

English I. 

Elementary Algebra 
Botany or Zoology 
Latin I. 
Music 

English n. 

Plane Geometry 

General or Ancient History 

Caesar 

Drawing 

English Literature 
Higher Alg. and Sol. Geom. 
English Hist, and Gen. Economics 
Cicero or German I. 

Physics 

Vergil or German II. 
Adv. U. S. Hist, and Civics 
Common School Subjects 



COMMERCIAL 

English I. 

Elementary Algebra 

Botany or Zoology 

Pen. and Sp. and Com. Geog. 

Music 

English II. 
Plane Geometry- 
General or Ancient History 
Bookkeeping 
Drawing 

American Literature 
Shorthand and Typewriting 
Eng. Hist, and Com. Law 
German I. 

Physics 

German n. 

Adv. U.S. Hist, and Civics 

Common School Subjects 

Shorthand and Typewriting 



TEACHERS 

English I. 

Elementary Algebra 

Manual Training or Domestic Science and 

Art 
Latin I. 
Music 

English II. 

General or Ancient History 

Botany or Zoology 

Caesar 

Drawing 

English History and Phys. Geog. 
Agricultxire 
American Literature 
Pedagogy and Psychology 
Bookkeeping 

Physics 

Adv. U. S. Hist, and Civics 
English Literature 
Common School Subjects 



SCIENTIFIC 

English I. 

Elementary Algebra 
Man. Tr. or Dom. Sci. 
Botany or Zoology 
Music. 

English II. 

General or Ancient History 

Chemistry 

Plane Geometry 

Drawing 

Eng. Hist, and Higher Alg. 
Agriculture 
English Lit. 
German I. 

Physics 

Adv. U. S. Hist, and Civics 

German II. 

Common School Subjects 



HIGH SCHOOL MANUAL 31 

V. CREDITS ALLOWED FOR HIGH SCOOL 

WORK TOWARD TEACHERS' 

CERTIFICATES 



The board of examiners for teachers' certificates is authorized by 
law, under its rules and regulations, to credit the specific marks or 
standings given in high schools on those subjects required for cer- 
tification of teachers. These subjects are: reading, arithmetic, 
language and grammar, geography, United States history, physiology 
and hygiene (including physical culture), civil government, peda- 
gogy, music, drawing, agriculture, domestic science, manual train- 
ing, for a second grade elementary teachers' certificate ; and in addi- 
tion to these, psychology, elementary algebra, plane geometry, 
physics, physical geography, botany, American literature, for a 
first grade elementary teachers' certificate. 

Diplomas from high schools doing four years of high school work 
granted to graduates who have had psychology, pedagogy, and two 
senior-review subjects, shall be accredited as second grade element- 
ary teachers' certificates. 



32 HIGH SCHOOL MANUAL 



VI. SYNOPSIS OF SUBJECTS 



ENGLISH 

The courses in English have been thoroly outlined in four syllabi,* 
which aim to present the subject definitely. As these syllabi are 
complete, brief synopses, giving the classics to be used, seem to be 
all that is necessary here. 

ENGLISH I 

ONE UNIT 

Macaulay's Horatius at the Bridge for brief study, followed by 
short themes to be carefully corrected and serve as a basis for intro- 
ducing the further study of grammar. 

Capitalization, punctuation and spelling based upon the above 
themes. 

Burroughs. Sharp Eyes. 

Themes and study of parts of speech. 

Hawthorne. Twice Told Tales. 

Themes and study of case, pronouns, etc. 

Dickens. Christmas Carol. 

Themes and study of paragraph structure. 

Irving. Sketch Book (Rip Van Winkle. Legend of Sleepy Hol- 
low and one or two other sketches). 

Formal study of narration. 

Hale. Man Without a Country. 

Formal description. 

Letter writing. 

Figures of speech. 
Outside Reading, — 

Any three of the following: 

Cooper. The Last of the Mohicans, 

Poe. Gold Bug. 

Warner. A Hunting of the Deer, How I Killed a Bear, Lost in 
the Woods, Camping Out. 

Dodge. Hans Brinker. 



*A limited supply of the syllabi will be ready for mailing about 
Oct. I, 191 1, and may be had by addressing the state high school 
inspector. 



HIGH SCHOOL MANUAL 33 

Boys' King Arthur. 

Eggleston. Hoosier School Boy. 

Warner. Being a Boy. 

DeFoe. Robinson Crusoe, Part I. 

ENGLISH II 

ONE UNIT 

Study of words. 

Arnold. Sohrab and Rustum, critical study and themes. 

Study of sentences. 

Study of paragraphing. 

Macaulay. Essay on Addison. 

DeCoverly Papers, critical study and themes. 

Study of narration. 

Eliot. Silas Marner, critical study and themes. 

Study of description. 

Coleridge. Ancient Mariner, critical study and themes. ^^?* 

Study of figures of speech. 

Study of versification. 

Burns. Cotter's Saturday Night, To a Mouse, To a Mountain 
Daisy, For A' That and A' That, Highland Mary, etc., critical study 
and themes. 

Shakespeare. Merchant of Venice, critical study and themes. 
Outside Reading, — 

Any three of the following : 

Kipling. Captains Courageous or Jungle Books. 

Scott. The Lady of the Lake or Marmion. 

Shakespeare. As You Like It. 

Stevenson. Treasure Island or Travels with a Donkey. 

Goldsmith. Vicar of Wakefield. 

ENGLISH III 

ONE UNIT 
STUDY OF THE HISTORY OF AMERICAN LITERATURE 

Colonial Period (1607-1765) 

Reading, — 

Selections found in Old South Leaflets by John Smith, Wm. 
Bradford, Morton, Roger Williams, Anne Bradstreet, et al. 



34 HIGH SCHOOL MANUAL 

Review of diction and description. 
Revolutionary Period (1765-1789) 

Reading, — 

Selections from political literature, — Jefferson, Otis, Henry, Ham- 
ilton, Jay, Madison, Washington, et al. 

Short poems of the times, — Trumbull, Dwight, Barlow, Freneau. 
Revolutionary songs and ballads. 

Selections from Benj. Franklin. 

Themes, — 
Period of the Republic (1789-1910) 

Reading, — 

A few poems from Drake, Halleck, Paine, Woodworth, Morris, 
Willis. 

Ten poems from Bryant. 

Poe. Three, from Raven, Bells, Israfel. Haunted Palace, Ula- 
lume; two from Fall of the House of Usher, Masque of the Red 
Death, Descent into the Maelstrom, Domain of Arnheim. 

Short selections from writers of the New England School. 

Emerson. American Scholar and short poems. 

Emerson. Concord Hymn. 

Review of Narration. 

Reading, — 

Hawthorne. Short stories selected. 

Longfellow. Short poems selected. 

Longfellow. Paul Revere or Hymn to the Night. 

Whittier. Tent on the Beach, Barefoot Boy and short poems 
selected. 

Holmes. Chambered Nautilus, and short poems selected. 

Lowell. Short poems and prose selection. 

Webster,. Two from First Bunker Hill Oration, Second Bunker 
Hill Oration, Adams and Jefferson, Reply to Hayne. 

Taylor. Lars. 

Whitman. O Captain ! My Captain ! 

Lincoln. Gettysburg Address. 

Aldrich. Baby Bell. 

Warner. My Summer in a Garden. 

Outside Reading, — 

Any four of the following : 

Hawthorne. House of Seven Gables. 

Warner. My Summer in a Garden. 



HIGH SCHOOL MANUAL 35 

Thoreau. Succession of Forest Trees, Wild Apples, etc. 
Curtis. Prue and I. 
Churchill. Richard Carvel. 
Parkman. LaSalle or Oregon Trail. 
Clemens. Tom Sawyer. 

ENGLISH IV 

ONE UNIT 
THE HISTORY OF ENGLISH LITERATURE WITH COLLATERAL READING 

Study of History of English Literature as outlined in the syllabus. 

Masterpieces for close, critical study, — 

Shakespeare. Macbeth. 

Milton. Paradise Lost, Books I. and II. 

Burke. Conciliation. 

Palgrave. Golden Treasury, Series I., Part IV. 

Carlyle. Essay on Burns. 

Masterpieces for outside reading, — 

Shakespeare. Julius Caesar. 

Tennyson. Coming of Arthur, Lancelot and Elaine, Guinevere, 

The Passing of Arthur. 

Two from the following, — 

Blackmore. Lorna Doone. 

Dickens. Tale of Two Cities. 

Eliot. Silas Marner. 

Mrs. Gaskell. Crawford. 

Scott. Ivanhoe. 

Thackeray, Henry Esmond. 

Study of rhetorical prinicples. 

If this course is taken up as third year high school work, the 
special work in rhetoric should be Expositon ; if, however, as recom- 
mended, this course is taken up during the fourth year, the special 
advanced work in rhetoric should be Argumentation. 



36 HIGH SCHOOL MANUAL 

LATIN 

Pupils should be held strictly to the use of clear idiomatic Eng- 
lish in their translations, though they should be led from the start to 
notice carefully the Latin order of words and to comprehend the 
thought in that order. 

In the reading of the Latin text the teacher should see not only 
that each word is corectly pronounced but also that the words are 
properly grouped. He should strive to teach intelligent, expressive 
reading. The Roman method of pronunciation should be used. 

LATIN I 

ONE UNIT 

Latin Grammar and Easy Latin Prose. 
As the work of this year is fundamental, it is of the utmost im- 
portance that it be accurate and thorough. The aim should be the 
acquisition of a vocabulary of a few hundred words, a thorough 
mastery of the regular and most common irregular forms, and a firm 
grasp of the more usual constructions. To accomplish this, constant 
review, oral and written, is necessary. Therefore, when the, declen- 
sions, the conjugations and comparisons have been studied, there 
should be frequent practice in the declensions of nouns, pronouns 
and adjectives, in the conjugation of verbs, and in the comparison of 
adjectives and adverbs. Much of this can be done in connection 
with the work in composition, the pupil being asked to write a sen- 
tence on the board and to decline a noun or pronoun and give a 
synopsis of a verb in the sentence. All long vowels should be 
marked in all written work. After the first two or three lessons, 
translation, oral and written, from Latin into English, and from 
English into Latin should form an important part of every recitation. 
Nor should the teacher restrict himself to the sentences in the text 
book; he should compose a large number himself, making repeated 
use of those words and constructions which it is most necessary for 
pupils to know. Word formation should receive some attention. 

LATIN II 

ONE UNIT 

The reading matter of this year may consist entirely of Caesar's 
Commentaries, or a somewhat freer and wider course may be given. 
Two independent examinations are furnished so as to accommodate 
schools following either plain. The courses are as follows : 

(a) "Caesar." The first four books of Caesar's Gallic War. 



HIGH SCHOOL MANUAL 37 

(b) Selections from Caesar equivalent in amount to two books, 
and selections from Viri Romae and Nepos and, perhaps, other 
prose equivalent to two more books. 

With either reading course the following suggestions should be 
carried out: 

1. Reading of Latin aloud, and translations into clear, idiomatic 
English. 

2. The syntactical relation of each word should be understood, 
and the thought fully comprehended ; principal parts of all verbs 
memorized; frequent practice in the declension of nouns, pronouns 
and adjectives, in the conjugation of verbs, and in the comparison 
of adjectives and adverbs. This grammatical work should receive 
great emphasis. 

3. The life of Caesar; the geography of the country; the organi- 
zation of the Roman army, and the Roman art of war ; all other sub- 
jects necessary for an understanding of the text read. 

4. A careful, thoro review of the forms and word- formation 
should be made, and a systematic study of syntax should be begun. 

5. Latin composition at least once a week. Sight reading. 
Memorizing of noteworthy passages. 

LATIN III 

ONE UNIT 

Cicero or Books V., VI. and VII. in Caesar. 
Independent examinations will be offered for these two courses. 
If for the reading Cicero is chosen, read Cicero's orations: In 
Catilinam, De Imperio Pompei, and Pro Achia, six orations in all. 
I, 2 and 5 as in the second year. 

3. The life of Cicero; the history of his time; Roman oratory; 
Roman government ; all other subjects necessary for an understand- 
ing of the text read. 

4. The systematic study of syntax continued. 

6. A careful study of the structure of each oration, but especially 
of the De Imperio Pompei. 

If for the reading Books V., VI. and VII. in Caesar's Comment- 
aries are chosen, follow directions i, 2, 3, 4, 5 under Latin II. 

LATIN IV 

ONE UNIT 

Cicero or Vergil. 

If the course in Cicero is pursued, follow directions regarding 



38 HIGH SCHOOL MANUAL 

Cicero under Latin III. If the course in Vergil is selected, read 
the first six books of Vergil's Aeneid. 
I, 2 and 5 as in the second year. 

3. The life of Vergil ; all subjects of a geographical, archaeo- 
logical, mythological or other nature necessary for an understand- 
ing of the text read. 

4. A study of the poetic forms and constructions met in the text. 
6. A study of the structure of the Dactylic Hexameter and care- 
ful attention to the correct reading of it. 

GREEK I. AND II 
Synopses of these courses will be offered on application to the 
inspector. 

SPANISH I 

ONE UNIT 

The Modern Language Association of America* recommends the 
following two years' course in Spanish for our secondary schools : 

First year's work : (a) Spanish grammar with exercises ; (b) a 
well graded reader (100 pages) ; (c) pronunciation and memorizing 
of easy current Spanish phrases; (d) writing of simple business 
letters. 

Note. It is assumed that there will be five recitations a week for 
at least thirty-six weeks of each year. It is urged that the emphasis 
be placed on careful, thorough work, with much repitition rather 
than much translation. First year pupils should familiarize them- 
selves with the Spanish- American countries, their geography and 
history — the Philippines, Porto Rico, the Panama Canal Zone, Cuba, 
and South America. Review Spanish-American history, — period of 
discovery, conquest, and coloniation. Celebrated men and events. 

SPANISH II 

ONE UNIT 

Second year's work: (a) Thorough review of grammar; (b) 
reading (not more than 200 pages) of short stories, or El Capitan 
Veneno; (c) writing of longer business letters and speaking of 
colloquial Spanish. 

Note. There should be more practice in speaking and writing 
Spanish, in the second year, according to the recomendations of the 
committee. Second year pupils should familiarize themselves with 



*Modern Language Proceedings for 1910, pages XVI. and XVII. 



HIGH SCHOOL MANUAL 39 

the recent history of Spansih countries ; the expansion of the United 
States, and study the history of Spain — its Golden Age, its great 
men and its great books. Read about the Moors; Ferdinand and 
Isabella, Charles V., Philip II. ; Cervantes, Lope de Vega, and 
Calderon; Madrid; the Escorial; the Alhambra; the Armada; the 
Inquisition ; Don Quixote. 

NOTICE 

This committee further urges* that every secondary school in 
which Spanish is taught should have as minimum library equipment, 
a Spanish-English English-Spanish dictionary — Cuyas or Velasquez, 
(although nearly all Spanish texts have vocabularies) ; a history of 
Spanish literature, Ticknor's or Kelly's ; a history of the Spanish 
people, Hale's, but preferably Hume's ; maps of Spain and of Pan- 
America. The new Encyclopedia Brittanica should prove indispen- 
sable for general reference and for information on Moor, Spaniard, 
Mexican, etc. 

GERMAN I 

ONE UNIT 

The pupil should acquire a correct pronunciation and to that end 
the instructor should give special attention to the training of the 
ear and organs of speech. Practice in conversation may consist 
largely of questions and answers, in German, based upon passages 
read. Translation of German into English. The essentials of 
German grammar, but not a complete treatment of the subject. 

For reading, translation and conversation : A hundred pages of 
any easy prose. 

For grammar and translation into German: The more essential 
parts of an elementary grammar and such "exercises" as are usually 
found in standard texts. Subjunctives, rules of syntax, and rare 
idioms should receive but little attention. 

GERMAN II 

ONE UNIT 

Practice reading German smoothly and with expression. Con- 
versation, consisting largely of questions and answers in German, 
based upon the passages read, and free reproduction, in German, of 
paragraphs and short stories. Translation of German into idiom- 
atic English. The study of grammar continued. 

*Modern Language Proceedings for 1910, pages XVI. and XVII. 



40 HIGH SCHOOL MANUAL 

For reading, translation and conversation: Storm's Immensee. 
Leander's Traumereien. Gerstacker's Germelshausen. Benedix's der 
Prozess. Wilhelm's Einer Muss Heiraten. 

For grammer: Complete and review an elementary text. 

FRENCH I 

ONE UNIT 

Follow directions carefully. ( i ) Be practical and translate early ; 
(2) learn to write a simple letter in French; (3) familiarize be- 
ginners with the system of Phonetic* transcription as a help to 
French pronunciation; (4) commit to memory and use freely the 
Verbs, Phrases, and Idioms of everyday French; (5) learn about 
Richelieu, Louis XIV., Moliere, the Marseillaise, Napoleon, and 
Hugo. 

FRENCH II 

ONE UNIT 

Review the fundamental features of the first year, (i) Re-em- 
phasize pronunciation; (2) memorize the ist, 6th and 7th stanzas 
of LaMarseillaise ; all of Carcassonne; and the ist, 2nd, 3d, 5th, 7th, 
and i8th stanzas of La Nuit de Decembre; (3) learn to write a 
short business letter; (4) write in French a short description of 
the Sorbonne, the French Academy, the Age of Louis XIV., the 
French Revolution, Napoleon and two authors read in class. 

Note. — Schools offering French should have the following equip- 
ment: I. Edgren's French Dictionary (Holt). 2. Le Petit La- 
rousse Illustre Dictionnaire Encycloedique (No. 17 Montparnasse 
St., Paris, c|o Libraire Larousse, cost $1). 3. Map of Europe 
(Rand-McNally's, Chicago). A map of France (St. Paul Book & 
Stationery Co., St. Paul, Minn.). A plan of Paris (Nouveau Paris 
Monumental et Environs de Paris, (No. 6 St. Peres St., Paris, Gar- 
nier Freres, cost 50 cents). 4. Kastner & Atkin's History of French 
Literature (Holt). 5. A few of the standard French grammars. 

For additional information, details, etc., address the Department 
of Romance Languages, University, N. D. 



*Cf. Proceedings (pp. 106-113) Twenty-first Annual Session of 
the N. D. E. A., 1908, for Professor LeDaum's article on "Pho- 
netics and the Teaching of Modern Languages. 



HIGH SCHOOL MANUAL 41 

ELEMENTARY ALGEBRA 

ONE UNIT 

At the beginning there should be a short treatment of this sub- 
ject in such a manner as to make its relation to arithmetic as close 
as possible. Throughout the course it should be shown that the 
definitions and principles of arithmetic with some extension of 
meaning hold true in algebra. At the outset the pupil should learn 
that in algebra he is dealing chiefly with number and that each letter 
or combination of letters (algebraic expressions) represents a num- 
ber. The first problems should be such as may be solved as an 
exercise in either arithmetic or algebra and should be solved both 
ways. Problems that may be solved by the use of linear, or simple, 
equations should be placed early in the course. 

After the above preliminaries are completed, the following top- 
ics should be treated. The order in which many of them is taken 
up is not important : Positive and negative numbers. Axioms. Ad- 
dition. Subtraction. Signs of aggregation. Multiplication. Divi- 
sion. Special products. Factors. Highest common factor. Low- 
est common multiple. Fractions in algebra. Fractional equations. 
Simultaneous equations of two and three unknown numbers. Invo- 
lution. Evolution. The simpler work in negative, literal, fractional 
and zero exponents. The simpler work in radicals, and radical 
equations. Graphic solutions. Pure quadratics. The simpler work 
in affected quadratics — solutions by completing the square and by 
factoring. Problems in simultaneous quadratics — two unknowns. 
The simpler work in ratio and proportion. 

The following topics are not included in this course : Highest 
common factor by continued division. Simultaneous equations in- 
volving four or more unknown numbers. Indeterminate equations. 
Inequalities. The factor theorem. The more involved work in rad- 
icals, quadratics and ratio and proportion. The theory of expo- 
nents. Imaginary numbers. Equations in the quadratic form. The- 
ory of the quadratic equation. 

ADVANCED ALGEBRA 

ONE-HALF UNIT 

This course includes the following topics : General principles of 
the fundamental processes. Signs of aggregation. Equations. 
Factoring. The factor theorem. Highest common factor, includ- 



42 HIGH SCHOOL MANUAL 

ing the process by continued division. Algebraic fractions. Simul- 
tanueous equations. Graphs. Inequalities. Indeterminate equa- 
tions. Theory of exponents. Radical equations. Imaginary num- 
bers. Quadratics. Ratio, proportion and variation. Series. Bi- 
nomial theorem. Logarithms. 

PLANE GEOMETRY 

ONE UNIT 

As presented in the ordinary text books. 

Care should be taken that the pupil gains not merely a super- 
ficial readiness in using the form of geometric proof, but also an 
insight into the underlying principles of the subject which will enable 
him to apply his knowledge rightly. 

Varied examples involving numerical computation should be given, 
and occasional brief practice in drawing to scale will perhaps be 
found helpful. 

Effort should be made through abundant work in original exer- 
cises and otherwise to develop in the pupil a prompt and independ- 
ent facility in geometrical reasoning and proof, in constructions and 
in computation of problems involving mensuration. 

SOLID GEOMETRY 

ONE-HALF UNIT 

The course as given in the usual text books in solid geometry. 
The suggestions given above for plane geometry may also be ob- 
served in teaching this subject. 

PLANE TRIGNOMETRY 

ONE-HALF UNIT 

The definitions and relations of the six trignometric functions as 
ratios ; the use of tables and the elementary theory of logarithms ; 
the solution of right and oblique triangles and considerable practice 
therein; the proof of important formulas for the solution of tri- 
angles, for the ratios of the sums and difference of angles and for 
other trigonometric transformations ; some practice in such trignom- 
etric transformations and verifications of identities as are given in 
the ordinary text book. 

HISTORY 

General history as a one-year course, and ancient and modern 



HIGH SCHOOL MANUAL 43 

history as a two-year course, are in part duplicate subjects; there- 
fore, a pupil who receives credit in general history shall not receive 
credit in ancient or modern history, and vice versa. Pupils should 
pursue general history or both ancient and modern history. 

GENERAL HISTORY 

ONE UNIT 

The beginnings of civilization in the East. The contributions of 
Greece and Rome. The break-up, and transition to the new. Feud- 
alism ; France ; Germany ; Holy Roman Empire ; Empire and Pa- 
pacy ; Crusades ; rise of cities ; rise of monarchic states ; the Renais- 
sance ; the Reformation ; rise of modern nation states. The French 
Revolution ; modern European development ; problems of the present 
age. 

ANCIENT HISTORY 

ONE UNIT 

This full year course in ancient history should be much more com- 
prehensive than that contemplated for the first half of the course in 
general history. It should begin with a brief sketch of the oriental 
nations in order to show how our civilization began in the East, and 
how these peoples affected the larger nations of Europe. The 
Greek history should be more carefully studied. The principal em- 
phasis should be laid first, upon the making of the two leading states 
of Greece, — Sparta and Athens; second, upon the achievements of 
the Greeks outside their own narrow land, as seen in their great 
colonizing movements, their wars with Persia and the effort of 
Athens to build up a world empire; and third, upon the conquests 
of Alexander and the period that followed in which Greek ideas 
dominated the whole eastern world. 

The Roman history should be studied with a view to bring out 
the dominant elements in the character of the people, their party 
strife in the evolution of their constitution, the great period of ter- 
ritorial growth and conquest, and last and most important of all, 
the unification of the world by the Roman roads and bridges, the 
Roman legions and the Roman law. 

The era of the great migrations ; the rise of the Frankish King- 
dom ; Charlemagne. To 800 A. D. 



44 HIGH SCHOOL MANUAL 

ENGLISH HISTORY 

ONE-HALF UNIT 

The location and physical conditions of England. The effect of 
the fusing of populations on the formation of English institutions. 
The growth of political institutions as conditioned by the economic 
changes and social stratification. The Reformation in England. The 
industrial revolution, social legislation and reform since that time. 
An interesting book of about 400 pages should be used as a text. 

MODERN HISTORY 

ONE UNIT 

From 800 A. D. to the present time. This should be a much more 
comprehensive course in European history than that contemplated 
for the latter half of the course in General History. A book of 500 
to 700 pages should be used as a text and it should be amply supple- 
mented. 

REFERENCE, 

Adams, Growth of the French Nation. 

Archer & Kingsford, The Crusades. 

Bulfinch, Age of Fable, or Beauties of Mythology. 

Church, Story of the Odyssey. 

Church, Story of the Iliad. 

Church, Roman Life in Days of Cicero. 

Eginhard, Life of Charlemagne. 

Fisher, Outlines of Universal History. 

Freeman, William the Conqueror. 

Freeman, Old English History. 

Green, Short History of the English People. 

Gulick, Life of the Ancient Greeks. 

Guerber, Myths of Northern Lands. 

Jebb, Greek Literature Primer. 

Johnston, Private Life of the Romans. 

Motley, Peter the Great. 

Mahaffy, Old Greek Life. 

Robinson, Development of Modern Europe. 2 vols. 

Rose, Napoleon. 

Tozer, Classical Geography. 

Webster, General History of Cemmerce. 

Wheeler, Alexander the Great. 



HIGH SCHOOL MANUAL 45 

ADVANCED UNITED STATES HISTORY 

ONE-HALF UNIT 

For a complete treatment of this subject please see the syllabus 
compiled by the special committee. Briefly the subject includes the 
study of the following periods : 

I. Pre-Columbian, 4 recitations. 

II. Exploration and Settlement, 5 recitations. 

III. Colonial Development, 3 recitations. 

IV. American Revolution, 6 recitations. 

V. Establishment of National Government (to 1797), 8 recita- 
tions. 

VI. National Expansion, 12 recitations. 

VII. Rise of New Democracy, 15 recittations. 

VIII. Struggle over Slavery, 10 recitations. 

IX. Civil War and Reconstruction, 7 recitations. 

X. The New Era (1877-), 10 recitations. 

The above table suggests the number of recitations that should, 
probably, be devoted to each period ; and provides for eighty recita- 
tions, leaving some leeway in a semester of ninety days. 

The things to be emphasized in this course are : Thorough prep- 
aration of the teacher (and of the pupil) ; academic knowledge, but 
especially present-day movements with good citizenship in view; 
careful daily assignments with this same citizenship in view; use of 
wall maps, map drawing and the study of such geography as should 
be correlated with the study of United States history ; essay writ- 
ing on United States history topics, — the essay to be corrected by 
both the history teacher and the teacher of English and the pupil 
to recive credit for the essay in both subjects. In the appendix of 
the syllabus, referred to above, topics for these essays may be found. 

REFERENCE, — 

Brigham, Geographical Influences in American History. 
Coffin, Old Times in the Colonies. 
Coman, Industrial History of the United States. 
Channing, Student's History of the United States. 
Earle, Home Life in Colonial Days. 
Hart, Formation of the Union. 

McMaster, History of the People of the United States from the 
Revolution to the Civil War. 6 vols. 



46 HIGH SCHOOL MANUAL 

Parkman, LaSalle and the Discovery of the Great West. 
Stanwood, History of the Presidency. 
Thwaites, The Colonies. 
Wilson, Division and Reunion. 

BIOGRAPHY^ — 

Henry Clay, Schurz. 2 vols. 
Benjamin Franklin, Autobiography. 
Ulysses S. Grant, Wister. 
Alexander Hamilton, Lodge. 
Patrick Henry, Tyler. 
Andrew Jackson, Brown. 
Abraham Lincoln, Schurz. 
George Washington, Lodge. 2 vols. 

CIVIL GOVERNMENT 

ONE-HALF UNIT 

1. Aim. — The aim of this course is two-fold: (i) to stimulate 
the pupil's interest in government activities; (2) to impart informa- 
tion concerning these activities. The ultimate results of this course, 
if properly taught, will be the creation of civic intelligence, the ap- 
plication of this civic intelligence to the problems of community wel- 
fare, and the assumption by the young citizen o'f his proper respon- 
sibility for understanding difficulties, locating defects, and aiding in 
the administration of our government. 

2. Methods Suggested. — (i) Text. (2) Collateral. The text 
book must form the backbone of the course. Select a proper text, 
dealing with both our state and nation, and have the pupil master it 
thoroly. The collateral work is also very important. The follow- 
ing lines of collateral work are suggested : Library readings and 
reports on assigned topics ; debates ; current-events discussion once 
a week; visits to local institutions; visit to local meetings such as 
town meetings, city council meeting, county commissioners' meeting, 
session of court, etc.; a classified collection (in the form of a Scrap 
Book or some similar permanent form) of printed matter and pic- 
tures pertaining to civli government. One newspaper or magazine 
dealing with good government, should be taken by the school. De- 
vote about half of the time to the study of national government, and 
half to the study of state and local government. The study of na- 
tional government should precede the study of state and local gov- 



HIGH SCHOOL MANUAL 47 

ernment, since the federal government is the general type followed 
by the state, and, to a certain extent, by some divisions of local gov- 
ernment. 

The State High School Board is publishing a syllabus on civics 
compiled by a special committee. Please see the syllabus for a 
complete outline. 

REFERENCE LIBRARY, — 

The following can be had for ten dollars : 

Bryce, James — The American Commonwealth. 2 vols. 19 10 Ed. 
Macmillan. 

Hart, A. B. — Actual Government. Longmans. 

Harrison, Benj. — This Country of Ours. Scribners. 

Beard, C. A. — Readings in American Government. Macmillan. 

Willoughby. — Rights and Duties of American Citizenship. Amer- 
ican Book Company. 

The following reference books may be had free by applying for 
till a. They should be found in every school library : 

North Dakota Blue Book . Secretary of State, Bismarck, N. D. 

::. atistical Abstract of the U. S. Bureau of Statistics, Washing- 
ton, D. C. 

POLITICAL ECONOMY 

ONE-HALF UNIT 

The objects of this course are two-fold: (i) It aims to create 
and stimulate in the pupil an intelligent interest in the economic life 
of his immediate neighborhood, and his county, state and nation. 
This is essential, since economic or material prosperity underlies 
any advance in civilization. (2) It aims to give the pupil the mas- 
tery of a few sound economic principals. The larger part of the 
time should be devoted to a mastery of underlying economic princi- 
ples which are now accepted as axiomatic. Great care should be 
exercised in the study of economic questions. The purpose of the 
course is to offer sound principles illustrated by concrete examples. 

This course should begin with a survey of the industrial stages 
through which civilized society has passed. This should be followed 
by some consideration of the industrial history of the United States. 
The greater portion of the work on the course should be put on: 
Consumption of wealth; production of wealth, definition and fac- 
tors; exchange, money, banking and credit, international trade, 



48 HIGH SCHOOL MANUAL 

tariff ; distribution, interest, rent, profits, wages ; review of element- 
ary concepts, wealth, capital, value, utility; and study of economic 
problems, public finance, socialism. 

A good text should be chosen and mastered. Collateral work 
sufficient to illustrate all of the principles of the text clearly, should 
be employed. This can be found in part in the free government pub- 
lications mentioned below, in part by observing the economic life of 
the community and reading the public press. 

REFERENCE LIBRARY^ — 

Ely, Outlines of Economics. 

Adam Smith, Wealth of Nations. 

McVey, Modern Industrialism. 

White, Money and Banking. 

Moody, The Truth About the Trusts. 

Ripley, Trusts, Pools and Corporations. 

Adams and Sumner, Labor Problems. 

Taussig, Tariff History of the United States. 

Coman, Industrial History of the United States. 

Dewey, Financial History of the United States. 

Johnson, American Railway Transportation. 

The World Almanac. 

United States Government Publications secured by addressing 
Supt. of Public Documents, Washington, D. C. : 

Statistical Abstract of the United States (issues annually by th<» 
bureau of statistics. Department of Commerce and Labor). 

Reports of Commissioner of Labor, issued annually. 

Bulletins of Bureau of Labor, bimonthly. 

Annual and Special Reports, Commissioner of Corporations. 

Reports of Commissioner of Immigration, annually. 

Reports on Good Roads, Division of Good Roads. 

The American Year Book. 

PHYSICS 

ONE UNIT 

The course in physics should continue during the entire school 
year of, at least, thirty-six weeks. A good general program to fol- 
low is to have three periods of, at least, forty minutes each of class 
discussion per week in which the teacher performs demonstrative 



HIGH SCHOOL MANUAL 49 

experiment and lectures, and quizzes the pupils upon previously as- 
signed work. There should be two double periods per week for 
laboratory work though the teacher may find it necessary to use 
some of these laboratory periods for class work. 

The field of physics is so broad and full that an elementary course 
cannot cover everything thoroughly. The pupil is likely to be con- 
fused by the rapidity with which he encounters new ideas. Each 
of the great divisions, — Mechanics, Heat, Magnetism and Electricity, 
Sound and Light should be covered ; but the teacher must emphasize 
those portions which best fit the conditions of the school and vicinity. 
Of course, there are certain great principles which must be consid- 
ered ; but these will be emphasized by the text and the teacher should 
know them, so an enumeration will not be necessary. The teacher 
should demonstrate all the general facts and principles possible, re- 
membering that these things are new to most of the pupils, and will 
make a better impression if concretely illustrated. 

The general character of the work should lead the pupil to the ob- 
servation and interpretation of the phenomena he sees about him. 
The inexperienced teacher is likely to make the course too technical 
and mathematical. While many simple concrete problems should 
be solved, the teacher must avoid making physics "applied mathe- 
matics." The pupils should be led to reason out the problem from 
the physical laws and principles, rather than to solve them by form- 
ulas. When formulas are used, the pupil should understand them, 
but the high school pupil cannot be expected to learn the derivation 
of formulas. In selecting mathematical problems, the teacher should 
choose, or make, concrete problems that have a practical significance.. 
One class of practical problems should be those bearing on agricul- 
ture. 

The selection of a text book is of great importance. The text 
should be thoroughly modern; one that does not over-emphasize 
mathematics ; that shows the industrial application of the laws and 
principles; is not technical; and approaches the subject, as far as 
possible, from the pupils' viewpoint. All the good high school texts 
should be on hand for reference together with such other books as 
the school can afford to buy. At least one of the reference books 
should treat of the physics of agriculture. 

Much of the apparatus needed can be made but most of the com- 
plicated pieces must be purchased. Considerable judgment must be 



50 HIGH SCHOOL MANUAL 

exercised by the person selecting these as the money may be poorly 
invested by inexprienced purchasers. 

The laboratory work should consist of at least forty simple ex- 
periments chosen to illustrate or emphasize general principles or to 
teach observation and manipulation. The pupils should make a care- 
fully written report of each experiment. When the double periods 
mentioned above are available, these reports should be written at 
once in the laboratory under the observation and direction of the 
teacher. The report should include a brief description of the ex- 
periment, a table of data and results, a diagram showing the ar- 
rangement of apparatus and a statement or discussion (depending 
upon the experiment) of the results. This note book may be called 
for with the examination papers by the examiner. 

From the nature of the subject, the majority of the experiments 
will be quantitative. While the pupils should be expected to get 
reasonably good results, the teacher must remember that the object 
of high school physics laboratory work is not accurate physical 
measurement. The laboratory work should accompany the text 
work on the same subject. 

The teacher should always bear in mind that the object of high 
school physics is not to make physicists, but to help the pupil to 
observe, understand and better fit into his environment. 

REFERENCE, — 

Cajorie, Florin. — History of Physics. 
Duncan, R. K. — New Knowledge. 
King, F. H. — Physics of Agriculture. 

BOTANY 

ONE UNIT OR ONE-HALF UNIT 

The aim in biological studies in secondary schools is primarily 
to give the pupils an acquaintance with living things and the condi- 
tions which influence life processes. The time has come when 
knowledge of the activities of plants and animals and the part they 
perform in life is a part of the body of knowledge people must have 
in order to be intelligent as to their environment. The study of 
botany or zoology should provide training in seeing accurately, in 
thinking logically, and in correct expression. 

The effort of the teacher should be to emphasize the importance 
of the study of living plants and animals. Field, laboratory, teacher 



HIGH SCHOOL MANUAL 51 

and text book should direct the pupil to the real animal or plant 
and its needs and environment. 

There should be provided a well lighted room with some direct 
sunlight ; water ; tables at which pupils may sit comfortably with 
their note books, dissecting instruments, microscopes, etc. ; plenty of 
specimens secured early; reagents and apparatus; apparatus for 
germination and growing-plant tests ; text books and supplementary 
books. There should be time given to field work and this should be 
as carefully planned by the teacher and reported by the pupil as 
the work of any laboratory period. The field work, laboratory work 
and demonstrations by the teacher are for the verification of what 
is read by the pupils or told to the class by the teacher; hence, the 
reading should precede the laboratory work a day or two and both 
laboratory and reading should be followed closely by oral recitations 
accompanied by demonstrations. A loose leaf permanent note book 
should be kept in which shall be reported field, laboratory and dem- 
onstration work. This book should not be too extensive but should 
be logically and carefully done. As the drawing is for the purpose 
of securing accurate observation, the teacher must see that the 
pupil draws what he sees and that only. The drawings should be 
large and clear and made with sharp hard pencil or, perhaps better, 
with ink. The descriptions should be in ink. Copying drawings 
from books, etc., is useless. This note book may be called for by 
the examiner at any time. If two or three double periods can not 
be secured each week for laboratory work, eight single periods 
should be had, — four for laboratory and four for recitation. 

OUTLINE FOR BOTANY 

I. Introductory: (i) Universality of plants in regions at all 
favorable to their growth. (2) Relative number of prosperous 
plants in deserts and extremely cold regions. (3) Plants upon 
trees, rocks and in caves. (4) Dependency of man upon plants: 
food, food for his domesticated animals, clothing, shelter, medicine, 
paper, coal, covering of the earth. (5) Plants not primarily to 
serve man: timber, fruits, etc., for their own uses; plants must 
work to live; plants must have structures and materials with which 
to work. 

II. The first two or three months, those of autumn, should be 
devoted to a general -viezv of plant life, — the physiology of plants 
rather than their morphology and relationships. This can best be 



52 HIGH SCHOOL MANUAL 

done in these months because living specimens of algae, fungi, liver- 
worts and angiosperms can be found with which to work : ( i ) The 
cell, cytoplasm, nucleus, plasmic membrane, sap cavity, wall. (2) 
Role of water in the plant, osmose, path of transfer, transpiration, 
turgidity. (3) Photosynthesis, — function of chlorophyll, carbon 
dioxide, evolution of oxygen. (4) Respiration, — necessity of oxy- 
gen in growth, evolution of carbon dioxide. (5) Digestion, — diges- 
tion of starch with diastase and its role in the translocation of foods. 
(6) Irritability. (7) Growth. Much attention must be given to 
demonstrations, and the relations of these processes to agriculture 
should be pointed out. Such demonstrations and studies as may be 
found in any elementary chemistry should be had early in this work 
to show the nature of oxygen, carbon dioxide, nitrogen, carbon, hy- 
drogen, phosphorus, air, etc. In connection with the topics of this sec- 
tion, a general study and some detailed study of root, shoot and leaf 
should be made. Specimens of living algae and fungi should be used 
for demonstrations early in the work. 

III. Life Histories: Algae, Fungi and Bacteria, Liverworts, 
Mosses, Ferns, Gymnosperms, Angiosperms. The life history of 
typical species of these great groups and some of their subdivisions 
should be studied in laboratory and recitation during the winter 
months, probably, and it may be necessary to use preserved spec- 
imens. Have fresh specimens, if possible. An understanding of the 
theory of organic development, of reproduction, of morphology, of 
alternation of generations, and of the difference between a spore and 
a seed should be secured. 

IV. Plant Tissues: A more detailed study of histology and 
functions of root, shoot and leaf of angiosperms than was made in 
Section II. This can be done in winter. 

V. Angiosperms continued: Seeds, — germination. Review 
physiology of young plant. Forms of stems and leaves. Flowers. 
Legumes as nitrogen gatherers. 

VI. Plant Diseases: Crops. Organisms that produce diseases. 
Seed treatment. Spraying. Disinfection. Diseases of animals 
caused by plants. Bacteria, yeasts and molds. 

VII. Plant Environment : Physical and chemical conditions af- 
fecting plant growth, soils, water, plant foods, air, light, heat, etc. 
Relation of plants to each other and to animals. 

The vicinity, nearest coulee, pond and lake should be searched for 
specimens. Some material may be secured in cultures in the labora- 



HIGH SCHOOL MANUAL S3 

tory. Some may be had from the Agricultural College. Some from 
the University. Address Dean Brannon, University, N. D. Pre- 
served material may be had also from the Cambridge Botanical Sup- 
ply Co., Cambridge, Mass., and from the Woods Holl Laboratory, 
Woods Holl, Mass. 

The Compound microscopes should have two objectives, a double 
nosepiece and a one-an-one-half-inch eyepiece. A satisfactory in- 
strument may be had for $30 to $33. A sufficient number of dis- 
secting microscopes should be supplied. A satisfactory instrument 
costs $1.75 to $2.50. 

Half -unit course: For a half-unit course in botany the above 
outline is to be followed except that sections HI. and IV. must be 
omitted. 

REFERENCE, — 

Atkinson, Elementary Botany. 
Bailey, First Lessons in Botany. 
Conn, Story of Germ Life. 
Coulter, Plants. 

Newell, Part L, From Seed to Leaf. 
Pinchot, Primer of Forestry. Free. 
Sharpe, Laboratory Manual in Biology. 
Stevens, Introduction to Botany. 

ZOOLOGY 

ONE UNIT AND ONE-HALF UNIT 

The general statements as to aim, method, material and equip- 
ment made under the head of botany in this manual apply here; for 
both courses are biological. It might be repeated, however, that 
there should be : ( i ) A systematic study leading to an acquaintance 
with representatives of the chief groups of the local fauna; to a 
knowledge of the elementary principles of adaptation, interdepend- 
ence, distribution, protection and preservation, and of the relation 
of animals to human activity (ecology and economic zoology) ; 
there should be (2) training in the laboratory and in the field in 
making observations according to the latest scientific methods, and 
in recording these observations in the form of drawings and notes; 
there should be (3) interpretation of the structures and other ob- 
served facts in physiology and in the light of the theory of organic 
development. 



54 HIGH SCHOOL MANUAL 

More attention should be given to external form, life history, 
behavior and habits, environment and economic value of animals 
than to the details of their anatomy; but some careful work in dis- 
section must be done, if processes and relationships are to be under- 
stood. This study should result in a normal mental attitude regard- 
ing the treatment of animals. 

Type forms should receive special attention under the following or 
similar heads : 

I. Grasshopper; (If for the first work a larger specimen is de- 
sired, attempt section V. or section IX. first). Locomotion, method 
of feedings, etc should be observed. The organs (wings, legs, skel- 
eton, muscles, mouth parts, digestive tract, breathing pores, ner- 
vous system, vascular system, eyes, etc.) should be studied. Of all 
of this carefully made notes and drawing should be taken. The 
notes should be brief. A sufficient supply of suitable equipment is 
assumed. 

The physiology of the insect should be studied, — use of skeleton, 
muscles, digestive tract, and other organs and systems. Reproduc- 
tion and the life history of the insect should receive attention. 
Man's economic interest in the insect. 

Study locomotion, manner of feeding, other habits, external ap- 
pearance, life history, and man's economic interests, as found in 
other insects. Learn common names and general appearance. 

II. Amoeba: (If the amoeba can not be had conveniently, some 
other protozan). Study locomotion, feedings, digestion, assimila- 
tion, reproduction. 

III. Earthworm : Study condition in garden or vacant lot. Eco- 
nomic interest. Appearance, and what is a healthy condition of the 
epidermis. Movements and means of same. Structure. Physiol- 
ogy. Reproduction. Other worms. 

IV. Hydra: Habitat. Manner of feedings. Simple structure 
and corresponding crudeness of physiological processes. The hydra 
offers one of the best opportunities to study the cell. Hydroids. 

V. Crayfish or lobster: Habits, Environment. Structure. 
Physiological processes. Men's economic interests. 

VI. Sea-urchin or starfish : Two or three days should be spent 
on one of these, — the one of which specimens can more easily be 
secured. Habits, structure. 

VII. A sponge : One or two days should be devoted to sponges. 
Behavior, habits and environment. Structure. Economic interests. 



HIGH SCHOOL MANUAL 55 

VIII. Mussel : Study the mussel or the clam in its natural con- 
dition, if possible. Locomotion. Feeding. Structure. Physiology. 
Low form of structure and crude functioning of organs, — low form 
of life. Production of calcarious shell. Reproduction. Other mol- 
lusks, — appearance and common names. Economic interests to man. 

IX. A fish (the perch) : Make as complete a study of the fish 
as has been suggested in section IIL for the earthworn. Study 
ecology and economic value of other fish. 

X. The frog: As complete a study of the frog should be made 
as has been suggested in section L for the grasshopper. Anatomy 
and physiology should be emphasized. 

XL The pigeon : The study of the type form of birds should 
be as complete as is suggested for the study of the clam, section 
VIIL The details of what to do can be found in any good labor- 
atory manual for zoology. 

XIL A mammal (the rabbit) : The outline followed should be 
as complete as that for the pigeon. 

In the study of the above sections, as occasion may demand, ex- 
planations of conditions observed should be made in harmony with 
the theory of organic development. Two double periods per week 
should be devoted to field and laboratory work. In this is half the 
value of the course. The ability on the part of the pupil to observe 
and think independently is especially desired. An elementary train- 
ing in both experimental and comparative methods should be sought, 
and the peculiar value of such training as a means of intellectual 
development should not be overlooked. 

Each section should receive its proper attention in the note book. 
These notes should not be voluminous, but accurate, pointed and 
well stated. Drawings are an important part of the note book. The 
examiner may call for the note book as part of the test. 

Early in the course a limited knowledge of the most common 
chemical elements should be gained. Material for work in zoology 
may be had by addressing Dean Brannon, University of North Da- 
kota, University N. D., from the Agricultural College of North Da- 
kota, at Woods Holl, and at Cambridge. 

Half-unit Course: — If a half-unit course is desired, sections 
IIL, IV., v., VL, VII. and VIII. must be omitted. 

REFERENCE, — 

Chapman, Bird Life. 



S6 HIGH SCHOOL MANUAL 

Jordan, Kellogg and Heath, Animal Studies. 

Linville and Kelly, General Zoology. 

Sanderson, E. D., Insects Injurious to Staple Crops. 

PHYSIOLOGY 

ONE-HALF UNIT 

Early in this course a limited knowledge of what oxygen, hydro- 
gen, carbon, nitrogen, phosphorus, carbon dioxide, air, etc., should 
be gained by means of demonstrations, reading and oral instruction. 

Avoid by every effort so treating the subject as to create the 
impression in the minds of the pupils that the subject of physiology 
is a book subject only. Let the work be physiology and hygiene 
rather than anatomy. 

Each pupil in the class will keep a well ordered notebook in which 
he shall be required to keep a systematically written record, in de- 
scriptions and drawings neatly done, of the experiments performed 
and demonstrations or dissections wrought. These records must 
state clearly the purpose of the experiment, demonstration, or dis- 
section, must describe the material and apparatus used, the proced- 
ure adopted to bring out the results sought, and the results them- 
selves as learned thereby. Where an experiment is performed with 
apparatus, the well executed drawing of the apparatus as set up is 
to constitute a part of the record thereof, and these notebooks may 
be demanded by the examiner as partial evidence of the character 
of the work done in the subject. This book should contain at least 
twenty representative laboratory exercises. This must be as truly 
a laboratory course as in physics or botany. 

OUTLINE. 

I The Cell. — Kinds of cells ; sizes and shapes of cells ; cell walls, 
protoplasm (cytoplasm), protoplasmic membrane, nucleus, nucleolus 
irritability of protoplasm ; why water is necessary to protoplasm ; 
mobility of protoplasm ; what is meant by cell structure ; intercel- 
lular material ; how cells multiply ; how they get food and use it ; one 
celled plant or animal ; tissue as a group of like cells ; different kinds 
of tissues ; organs and functions ; the complex individual body as 
composed of cells grouped into tissues and of tissues grouped into 
organs ; division of labor and its advantages. 

Suggestion : Microscopic examination of nitella or of a leaf of 
elodea will show circulating protoplasm very beautifully. Proto- 



HIGH SCHOOL MANUAL 57 

coccus, amoeba, or parmecium will illustrate the one celled body. 
A little scrapings from the inner sid of the lip will afford abund- 
ant view of the dead, flat cells of the outer skin. 

Other topics to be treated in a similar manner are: (2) Structure 
of Tissues, (a) Gross Structure. (3) The teeth. (4) Food. (5) 
Digestion of Foods. (6) Absorption. (7) Circulation. (8) As- 
similation. (9) Respiration. (10) Excretion. (11) Nervous Sys- 
tem. (12) Skin. (13) Special Senses and Voice. (14) Hygiene 
of exercise, cheerfulness, hopefulness, clothing, ventilation, light, 
sunlight, proper care of voice, habits and their economy and danger. 
(15) Bacteria, — useful and detrimental. (16) Other topics sug- 
gested by leading texts. 

Detailed outlines of these topics seem to be unnecessary, as any 
good text gives them. 

Physical education should receive attention in connection with 
this course. Proper dress, exercise, rest, breathing, bathing, pos- 
ture, gait. Care of the scalp, nails, teeth, eyes, nose, ears. How to 
avoid colds. Sex hygiene should have its share of attention; but 
not in mixed classes or by an instructor of the opposite sex. If the 
superintendent and board of education approve of it, a medical 
practioner might be called in to give one or more lectures in this 
subject to divisions of the class. 

Means of preventing and curing tuberculosis and preventing con- 
tagious diseases such as typhoid fever, should receive attention. 

REFERENCE, — 

Colton. Physiology : Experimental and Descriptive. 
CHEMISTRY 

ONE UNIT 

The course in general chemistry should extend through the year, 
two or three days a week being given to laboratory work and the 
other days to recitations. 

It is desirable to have a double period for the laboratory, but if 
it is not possible to make a daily program that will secure this ar- 
rangement then the subject may be placed at the end of the session 
so that when necessary, the pupils may remain a few minutes after 
the close of school to finish their experiments. A large number of 
experiments in elementary chemistry can be performed during the 
year with even forty minute periods, if the students find everything 
in readiness when they enter the laboratory. 



58 HIGH SCHOOL MANUAL 

There are several text books which cover about the proper amount 
of work and which are well adapted to the course in elementary 
chmistry. 

There should, of course, be on hand, for reference, a few standard 
books which treat various phases of the subject more compre- 
hensively than the text book can do. 

In the study emphasis should be laid upon the properties of the 
elements and their chief compounds, especially those of most com- 
mon occurrence and general use. This, of course, includes the 
chemical action of elements and compounds. Chemical theories 
should be clearly brought out but should not be given too much 
time. At the proper place, early in the course, the student should be 
taught to express chemical reactions by equations, and this should 
be required for nearly every experiment. Most text books give 
detailed directions for experiments, but if not a laboratory manual 
should supply the need. 

Neat and accurate statements of all experiments should be re- 
corded systematically showing the object, the method, the results, 
special observations, equations. These records should be kept in a 
special note-book or in the manual if that provides sufficient space 
for the purpose. By this means systematic habits of work, accuracy 
in observation and inductive methods of thought should be culti- 
vated. Skill in manipulation as well as accuracy of work and state- 
ment should be required. It must be remembered that chemistry 
is an art as well as science. 

The examiner reserves the right to require that the note-books be 
sent to him together with the student's examination papers. 

The laboratory work of the class should be supplemented by num- 
erous experiments performed by the teacher. This is especially 
important with experiments which are very difficult or are dangerous 
for a beginner. 

The essential considerations in the teaching of chemistry are well 
summed up in the following extract from the report of the commit- 
tee on chemistry for the Commission on Accredited Schools and 
Colleges of the Association of Colleges and Secondary Schools of 
the North Central States. 

I. "Technique of experimentation. 

Properties of common apparatus in respect to structure and ma- 
terial. For example, how to make an apparatus air-tight and why. 



HIGH SCHOOL MANUAL 59 

Object of such operations as washing and drying gases and how the 
object is attained. 

Physical properties which may be used for recognition of each 
substance and for explanation of all observations. 

Judicious use of proportions and materials. Influence of condi- 
tions (temperature, homogenous and heterogenous mixtures, etc.) 
on chemical change. 

2. Physical phenomena, their recognition, description and physi- 
cal interpretation. 

3. The more strictly chemical application of the results. 

For example inference in regard to the nature of the chemical 
change which must have led to the results observed. Making the 
chemical equation from adequate data. 

The material basis for the above may be found for the most part 
in the employment of a restricted number of elements and a few of 
their compounds. Facts should be simplified and systematized by 
generalization, and generalizations ("laws") should be illustrated 
and applied to familiar things. The usual theoretical explanations 
should be given as facts accumulate. Laws and theories derive 
their importance from the fact, not vice versa, and none should be 
given unless and until the corresponding facts have been encount- 
ered in laboratory or class-room experiments." 

An equipment for an elementary course in chemistry need not be 
very costly. A list of the apparatus and chemicals needed and di- 
rections and drawings for arranging laboratory tables, sinks, water 
supplies, etc., where water and gas are not available, have been pre- 
pared by Professor E. J. Babcock, College of Chemical and Mining 
Enginering of the State University, and will be furnished by him 
free, on application. 

The subject of chemistry lies at the foundation of so many in- 
dustries and activities of daily life and is so essential to a proper 
understanding of other sciences that it should be taught in every 
High School and generally elected by the pupils. 

REFERENCE, — 

Brownlee and others, First Principles of Chemistry. 
Duncan, R. K., Chemistry of Commerce. 



6o HIGH SCHOOL MANUAL 

PHYSICAL GEOGRAPHY 

ONE-HALF UNIT 

The time devoted to physical geography should be at least one 
semester of eighteen weeks, five recitations a week. It is recom- 
mended that at least one double laboratory period a week be substi- 
tuted for one of the recitation periods, and that field work be given 
in place of laboratory work in early autumn and late spring. 

It is further recommended that a full year be devoted to the sub- 
ject rather than a half year each to physical geography and geology 
except in cases where the teacher is unusually well prepared to 
teach the latter subject and the locality offers special advantages. 

The outline given below includes the larger topics to be covered. 
Each topic should be developed to show causes of the physiographic 
facts and their consequences in relation to life, especially to man. 
Laboratory study should accompany and illustrate the work in 
text and recitation. In view of the number of excellent manuals 
it is inadvisable to attempt to outline that work here. Note-books 
should contain a carefully written record of all laboratory work 
and written reports on all field trips. Conference time for discus- 
sion of these records and reports is advised. 

Of the four general sub-topics presented especial emphasis should 
be placed on the fourth — the Lands. The others should be treated 
briefly and from the standpoint of their relation to the lands. 

OUTLINE 

Introduction : The science of geography, physical geography. 
Relation to other sciences. 

I. THE EARTH AS A WHOLE 

Shape: Evidences, consequences. 

Size : Measurement, relation to man. 

Motions : Rotation ; evidences, consequences — day and night, di- 
rection, relative position, latitude, longitude, time, life effects. 

Revolution : Evidences, rate, path, direction, seasons and other 
effects. 
Magnetism : Compass, poles, variations. 

Map Projection: Explanation of. 



HIGH SCHOOL MAUNAL 6i 



II. THE ATMOSPHERE 

Compostion and offices. 

Temperature: Source of heat, variations, relation to life, ex- 
pression by isotherms, isothermal charts, thermometers and the 
thermograph. 

Pressure : Measurement, barometers and the barograph, deter- 
mination of altitude, relation to temperature, isobaric maps, distri- 
bution of pressure. 

Circulation: Winds, methods of observation, classification, 
causes, effects. 

Moisture : Sources, transportation, measurement of humidity, 
conditions and forms of precipitation, clouds and their causes, rain 
and snow, dew, frost and fog, hail and sleet, relation to moisture and 
precipitation to life. 

Storms : Cyclones and hurricanes, character, path and rate of 
North American cyclones, relation to general weather conditions, 
seasonal weather maps and weather forecasting. 

Rainfall : Measurement, distribution, relation to winds, relation 
to life. 

Weather and Climate : Relation of weather to climate, relation 
of both to life and human industries, the work of the Weather Bu- 
reau. 

III. THE OCEAN 

General discussion : Distribution, form and depth of the ocean ; 
composition, density and temperature of the ocean waters ; source, 
composition and distribution of sediments on the ocean floor; the 
life in the ocean. 

Movements of Ocean Waters : Waves, cause, motion and effects ; 
Currents, causes and consequences, effect on climate and life. 
Tides, character of motion and causes, variations and their causes, 
effect on navigation, harbors, etc. 

Work of the Ocean: On floor and shore. Economic products. 

IV. THE LAND 

Distribution : The interpretation and use of contour maps. 

Changes in Land Form: Elevation and depression; erosion, 
transportation and deposition ; the cycle of erosion. 

Classification of Land Forms : According to origin and to stage 
in physiographic cycle. 



62 HIGH SCHOOL MANUAL 

Plains : Classification, coastal plains, alluvial plains, lake plains 
and plains of erosion, culture relations of plains. 

Plateaus: Relation of plateaus to plains and mountains, young 
plateaus, disected plateaus, old plateaus, broken plateaus, life con- 
ditions on plateaus. 

Mountains : Classification, block mountains, folded mountains, 
domed mountains, complex mountains, life conditions in mountains. 

Volcanoes : Distribution, history of volcanic courses, influence on 
topography and on life. 

Rivers and Valleys: Ground Virater; life history of rivers by 
physiographic stages; revived and dismembered rivers and drowned 
valleys ; the work of rivers ; importance of cultural relations. 

Glaciers : Nature of glacial ice, conditions necessary for forma- 
tion, types of glaciers, the work of glaciers, ancient glaciers and ice 
sheets, contrast of glaciated and not glaciated regions of North 
America, economic importance of glaciation in th United States. 

Lakes : Distribution, relation to rivers, effect on climate, relation 
to life, the origin of lake basins and the life history of lakes. 

Shore Lines : Ocean and lake, forms of elevation and depression, 
modification by waves, currents and rivers, culture relations of shore 
lines. 

ELEMENTARY GEOLOGY 

ONE-HALF UNIT 

This outline includes the larger topics which should be presented 
in a half year's course in Geology, with five recitations a week. 
Field work should be given in place of several of these recitations 
in early autumn or late spring. 

It is advised that this subject be not given except in high schools 
where the teacher is unusually well prepared in the subject and the 
locality offers special advantages or a suitable museum is provided. 
Under ordinary conditions the expansion of physical geography to a 
full year's work is preferred. 

OUTLINE 

Introduction : Meaning and scope of geology and relation to 
other sciences, the geologic processes and agents. 

I. PHYSICAL GEOLOGY 

Composition of Earth : The atmosphere, the hydrosphere, the lith- 
osphere. 



HIGH SCHOOL MAUNAL 63 

Materials of the earth's crust : Minerals ; rocks ; igneous sedi- 
mentary, and metamorphic, mantle rock. 

Original Structure of the Rocks : Igneous, sedimentary. 

Structure Due to Movements: Warping, folding, jointing, 
cleavage, unconformity. 

Alteration of the Rocks: Weathering, cementation, metamor- 
phism. 

The Work of the Atmosphere : Weathering, effects of heat and 
cold, frost action, work of plants and animals; mechanical work, 
transportation, deposition ; chemical work, oxidation, hydration, car- 
bonation. 

The Work of the Ground Waters: The ground waters, move- 
ments of ground waters, springs and wells, mechanical work, chem- 
ical work. 

The Work of Streams : Erosion, weathering, transportation, cor- 
rosion, deposition ; valleys ; the cycle of erosion, stream deposits. 

The Work of Glaciers: Characteristics of glaciers, snow fields 
and ice fields, valley glaciers, Piedmont glaciers, ice sheets, ancient 
glaciers ; the work of glacial ice, erosion, transportation, deposition ; 
the work of glacial waters ; glacial deposits. 

Land Forms : Plains, plateaus, mountains. 

II. HISTORICAL GEOLOGY 

The History of the Earth: Geologic and human history; fossils 
and their uses, divisions of geological time. 

The Origin and Development of the Earth : The solar system ; 
theories of origin, the nebular theory, the planetesimal theory. 
A survey of historical geology: 
Archaen Era. 
Algonkian Era. 
Paleozoic Era. 

Cambrian Period. 
Ordovician Period. 
Silurian Period. 
Devonian Period. 
Carboniferous Period. 
Mesozoic Era. 

Triassic Period. 
Jurassic Period. 
Cretaceous Period. 



64 HIGH SCHOOL MAUNAL 

Cenozoic Era. 

Tertiary Period. 
Quaternary Period. 

Glacial Epoch. 

Recent Epoch. 

BACTERIA, YEASTS AND MOLDS 

ONE-HALF UNIT 

This study is introduced into the agricultural and domestic science 
courses because of its close affiliation with the basic ideas of these 
subjects. The study of sanitation, prevention of disease, theories of 
the origin of disease, etc., is of fundamental importance to all classes 
of students. 

For the student of domestic economy, the course should include 
more particularly : 

( 1 ) Microorganism as a whole, their uses as well as their dangers. 

(2) a. Molds ; common types occurring in the household such as 
Pencillium, Aspergillus, Mucor, Cepalothecium. Simple form and 
structure (morphology and histology) of these forms. 

b. " Occurrence of such molds in the home on such foods as bread, 
cheese, fruits, etc. Changes, both chemical and physical produced 
by such molds. 

c. Preservation of such foods from molding, by canning, cold 
storage, sulphuring, etc., with examples. 

d. Factors favoring mold growth with practical examples of 
economic importance (light, heat, moisture, etc.) 

(3) a. Bacteria, form, size, method of motion, growth. Phys- 
ical and chemical factors favoring bacterial growth. 

b. Saprophytic bacteria, disintegration products of fermentation, 
decomposition, ptomaine formation, vinegar manufacture, cheese 
and butter "tastes," necessity for garbage disposal, preservation of 
foods from bacterial action with distinctions from (2c). Preserv- 
atives, harmless and poisonous, with examples. 

c. Clean milk. Structural reasons for its early decomposition by 
bacteria. Precautions necessary to be observed for the production of 
a clean product. Pasteurization, its favorable and unfavorable 
points. 

d. Parasites, toxin formation, virulence and attenuation. Meth- 
ods of exit from patient, of transportation from host to host. Meth- 



HIGH SCHOOL MANUAL 65 

ods and channels of infection with examples. Specific carriers of 
disease, water, milk, insects, air and dust, "carriers." 

e. Water supplies : Farm springs and wells. Precautions of 
construction of a well, such as casing, curbing, cover, drainage, etc. 
City and town water supplies, artesian wells, impounding reservoirs, 
filters and bacteriological precautions to be observed in each. 

f. Immunity, antitoxin formation, opsonins, vaccines with ex- 
planations in simplified language. 

g. Fumigation and use of antiseptics and germicides. Efficient 
methods of use of the various agents is to be emphasized. 

(4) a. Yeasts, morphology and structure growth. 

b. Uses, fermenting agent for alcohol production and raising 
of bread. Action of yeast enzymes on carbohydrates, diastatic, in- 
verting and zymatic. 

c. Unfavorable action of yeasts on sugar solutions such as jellies. 

d. Methods of testing yeast activity and use of pure cultures. 
For agricultural students the course should be complemented or 

altered to fit the class. Almost all of the above outline will be use- 
ful. The following, however, should be added or substituted in its 
proper place : 

I. Bacteriology of soil. The nitrogen cycle with its various ac- 
tivities such as demtrification, humus formation, ammonia forma- 
tion, nitrification, etc. Legume nodules, soil inoculation, its benefits 
and reasons for failure to act apparently. Zones of depth as regards 
bacterial growth in soil. Numbers of bacteria in soil. 

The sulphur and carbon activities of soil forms. 

(2.) Mycology of higher plants and soil. Meaning of plant 
pathology and soil "sickness." Instance of plant diseases such as 
scab of potatoes, wilt of flax, rust of wheat, etc. 

It should especially be emphasized also that technical terms are in 
so far as is practicable, to be substituted by simpler forms of word- 
ing for this course. This subject can be made either very dull to 
this class of pupils by use of strictly technical phrases, or extremely 
live and interesting by popular language, 

REFERENCE, — 

Conn, Agricultural Bacteriology. P. Blakiston & Co. 
Conn, Practical Dairy Bacteriology. Orange, Judd & Co. 
Jordan, Manual of Bacteriology. Saunders & Co. 
Lipman, Bacteria in Relation to Country Life. Macmillan Co. 



66 HIGH SCHOOL MANUAL 

Prudden, Dust and Its Dangers. Geo. Putnam's Sons. 
Prudden, Story of the Bacteria. Geo. Putnam's Sons. 
Prudden, Drinking Water and Ice Supply; Their Relation to 
Health and Diseases. Geo. Putnam's Sons. 

Marshall et al., Microbiology. P. Blakiston Son & Co. 
Gonn, Bacteria, Yeasts and Molds in the Home. Ginn & Co. 

AGRICULTURE 

The courses in botany, zoology, chemistry, physics, physical 
geography, elementary geology, bacteria, yeasts and molds, etc., may 
be given an agricultural viewpoint and this should be done where 
it is desired to offer in the high school more than a general view of 
agriculture. 

The unit in agriculture mentioned below has been outlined with 
the hope of giving the subject organization and unity, and with the 
further hope that it may be pursued profitably by pupils in any 
year in the high school. Where more time than is required for this 
unit can be given to the general subject of agriculture, it is urged 
that two or more units of the work in the sciences mentioned above 
be done by the pupil before the unit in agriculture is attempted. 
This should make possible more thorough work in the latter unit. 

ELEMENTS OF AGRICULTURE 

ONE UNIT 

The Plant. — Economy of the plant to man. Factors necessary to 
growth of plants. Composition of plants. Ten chemical elements 
necessary to growth of plants. Parts of a plant with functions of 
each part. Propagation of plants. Plant enemies. 

Study of Special Plants. — Wheat. Corn. Legumes. 
-Horticulture and Forestry. — Fruits. Farm garden. Forestry. 
Landscape gardening. 

The Soil. — Nature and composition of soils. Capillarity. Soil 
water. Soil air. Soil temperature. Humus in soil. Cultivation of 
soil. Soil organisms. 

Special Classes of Animals. — Horses. Cattle; Dairying. Swine. 
Sheep. Poultry. 



HIGH SCHOOL MANUAL (.y 



Animal Nutrition. — Food principles. Feeds and feeding. 

Farm Management. — Farm accounts. Machinery. Buildings. 
The farm home. Farm labor. Improvement of social life. 

Note. — A syllabus giving full details about this course will be 
furnished upon application to the High School Inspector. 

HORTICULTURE 

ONE-HALF UNIT 

Horticulture is related to both botany and agriculture, but in both 
science and practice it differs from each. 

As a science, horticulture deals particularly with plants as related 
to heat, light, moisture and plant food and also with plant improve- 
ment through crossing and selection. 

As an art, horticulture deals with the many kinds of plant manip- 
ulation, such as, transplating, pruning and propagating in its many 
forms. 

The agriculturist treats his plants as a crop or en masse. 

In horticultural practice, the individual plant generally receives 
consideration. 

The horticulturist aims to exercise a more perfect control over 
his plants than is possible in most lines of agriculture. 

Among the things he seeks to attain, are : Size, earliness, fruit- 
fulness, quality and ornamental effect. The methods by which these 
objects are attained should constitute a large part of the instruction 
in horticulture. 

The work may be done through the means of lectures and text 
books with a sufficient amount of observation to fix the points well 
in mind. 

The following general topics will receive attention : 

The order in which they should be taken up will depend upon the 
time of year in which the topic is studied. 

First: Germination. The conditions necessary for germination 
and the means of obtaining such conditions in garden practice should 
be illustrated by concrete examples. Note the development of the 
plantlet as influenced by the amount of heat, light and moisture. 

Second: Roots. Determine by experiment what conditions 
favor the growth of the roots of plants ; study the different types of 
roots with reference to needs of the plants, and to the processes of 
transplanting. 



68 HIGH SCHOOL MANUAL 

Third : Leaves. Determine the relation between leaf develop- 
ment and fruitfulness what factors control leaf development? 

Fourth: Buds. Note the difference between leaf buds and fruit 
buds. Note at what season of the year the fruit buds are formed 
and what treatment of the plant favors their development. 

Fifth: Plant Reproduction. Note the different methods by 
which plants reproduce themselves and the advantages of each. 
Study all the different processes of artificial plant propagation. 
Practice grafting, budding, layering, etc. 

Sixth : Plant Cultivation. Learn what fruit and vegetable crops 
can be grown in your locality and the necessary conditions for suc- 
cess. 

REFERENCE, — 

Bailey, Manual of Gardening. 
Goff, Principles of Plant Culture. 
Green, Vegetable Gardening. 
Green, Fruit Growing. 

MANUAL TRAINING AND DOMESTIC SCIENCE 
AND ART* 

Industrial subjects should be pursued by the pupils of the ele- 
mentary grades in the form of paper cutting, weaving, clay mould- 
ing, braiding, basketry, freehand drawing, sewing, sloyd, etc. In 
the sixth and seventh grades the girls should do some systematic 
work in sewing, and in the eighth grade, a course in cooking. In the 
sixth, seventh and eighth grades the boys should do bench work, etc„ 
The work in freehand drawing should continue through the grades. 

Definition. — Manual training is defined by the Americal Manual 
Training Association as any form of constructive work that serves 
to develop the powers of the pupil thru spontaneous and intelligent 
self -activity. Manual training includes freehand and technical draw- 
ing ; working in wood and metal ; modeling in sand, clay or plaster ; 
casting in plaster or metal ; domestic science ; cooking, dressmaking, 
pattern-making ; printing ; Swedish sloyd ; Russian tool practics ; etc. 

Purpose. — Its purpose is to educate the mind thru the hand. 

GRADE 7 

Time : One hundred minutes a week in two periods. 



* Syllabi on manual training and domestic science and art are being 
compiled by special committees ; but it is probable that they will not 
be ready for mailing until August, 1912. 



HIGH SCHOOL MANUAL 69 

Projects: Woodzvork. — Simple construction involving the four 
principal cutting tools — saw, plane, chisel and spokeshave and the 
necessary laying out tools. Measuring, squaring, gauging, sawing, 
boring and doweling in making chiseling board and game board. 
Planing (surface and edge cutting board). Vertical chiseling, goug- 
ing, paring, sharpening chisel — making rack for brushes, tools or 
brooms and making pen tray. Bow sawing, modeling, sandpapering 
in making coat hanger, etc. Halving; nailing; finishing in making 
flower pot stand, bracket shelf, water wheel, etc., involving some 
form of groove joint. 

GRADE 8 

Time: Two hours a week in two periods. 

Projects : Woodwork. — Construction involving groove joint — 
towel roller and sleeve board. Exact work in planing, to make glue 
joint — bench hook, drawing board. Review of "form work" with 
more difficult modeling — hammer handle, canoe paddle. Mortice 
and tenon joint — taboret, plant stand, book shelves. Carving — book 
rack, ends carved from original designs, form of joint for ends 
chosen by pupils. 

ONE-YEAR COURSE IN WOOD WORKING FOR HIGH 

SCHOOL 

ONE-HALF UNIT 

This course will require one period a day for one year, and pre- 
supposes seventh and eighth grade work in manual training. 



70 



HIGH SCHOOL MANUAL 



GROUP 



I — Review of the fundamental 
tool processes taught in the 
grammar school. Saw, plane, 
chisel and laying out tools. 
Grooved joints and halving. 



II— More exact work in plan- 
ing to make a glue joint. 



Ill— Construction by means of 
mortise and tenon joint. 



IV. — Construction involving 
the miter joint. 



PROCESSES 



I — Measm-ing, squaring, gaug- 
ing, sawing, boring, chisel- 
ing, rules for planing, sharp- 
ening tools, planing cylin- 
der, use of screws and nails, 
carving, finishing. 

II — Planing joints, gluing, 
clamping, surfacing, sand- 
papering. 

in— Laying out duplicate 
parts, cutting mortise, test- 
ing mortise, sawing tenon, 
gluing and clamping, scrap- 
ing, finishing. 

IV — Designing a frame for a 
given picture, planing par- 
allel edges and sides in the 
construction of a miter-box, 
rabbetting, sawing the miter 
box, laying out and cutting 
a brace. 



PROBLEMS 



I — Bench-hook, specimens 
of wood for museiun, 
book-rack, nail-box, tool 
box, towel roller. 



II— Drawing board, T 
square 



III— Taborat, book shelves 
involving keyed con- 
struction, stool, seat. 



IV — Framing a picture, 
bracket. 



SUGGESTIVE TREATMENT OF SOME OF THE ABOVE PROBLEMS. 



Problem 



Bench-hook 



Specimen of 
wood for 
museum. 



Book-rack 



Towel-roller 



Drawing-board 



T square 



Stool 



Related Drawing and 
Design 



Working drawing to 
be made, or working 
drawing given to 
work from. 

Working drawing. 



Design free-hand the 
contour of end and 
base ; make designs 
for ends ; make work- 
ing drawing to scale 
and full size drawing 
of end, study of color 
of finish. 

Working drawing. 
(Design may be made 
for back and ends.) 



Working drawing. 



Working drawing. 



Free-hand sketch, con- 
structive design, fol- 
lowed by working 
drawing. 



Relation to Other 
School Subjects 



Botany — study of pine 
tree, how trees grow, 
sap wood and heart 
wood. 

Botany— Study of se- 
lected trees, charac- 
teristics of different 
woods, classification 
of woods. 



Geometry— To inscribe 
an octagon in a 
square. 



Botany— Study of ann- 
ular rings in wood. 



Botany— Porous woods 
and closely-grained 
woods, ash and 
maple for example . 

Botany— S t u d y of 
medullary rays in 
wood. 



Relation to Industry 



Lumbering— Logging, 
sawing, seasoning. 
Manufacture of nails 
— process, sizes. 

Forestry — Geograph- 
ical distribution of 
varieties, trees stud- 
ied, tree planting. 



Furniture making — 
Selection of wood 
with reference to 
cost, ease in working, 
durability, finishing. 
Manufacture of sand 
paper — How made, 
grades. 

Manufacture of screws 
— H o w screws are 
made, kind of screws 
for wood, sizes. 

Cabinet making — Se- 
lection and use of 
wood with reference 
t o shrinkage and 
warping. Manufac- 
ture of glue— What 
glue comes from and 
how refined. 

Instrument making — 
Selection of woods 
for smoothness and 
for holding of shape. 



Mill work 
sawing. 



Quarter 



HIGH SCHOOL MANUAL 71 



DOMESTIC SCIENCE AND ART IN HIGH SCHOOL 

Four half-unit courses are outlined. 

The time required for a unit of credit is five double periods per 
week for thirty-six weeks. It is intended that Course I. in either 
domestic science or domestic art will be accomplished before Course 
II. in either is attempted. Domestic Science I. and Domestic Art I. 
may alternate with each other through a year of thirty-six weeks, 
or they may be done separately in succeeding semesters of eighteen 
weeks each. Domestic Science II. should follow or accompany, if 
possible, the high school courses in physiology, botany, bacteria, 
yeasts and molds, and chemistry. Domestic Art II. may be done at 
any time after Domestic Art I. is completed. 

The work outlined under textiles is intended to be given with 
the sewing and in the same periods. The part dealing with vegetable 
fibres should be given with Domestic Art I. and that dealing with 
animal fibres with Domestic Art II. 

In order to save time that will otherwise be lost in beginning 
and closing, all periods of work in domestic science and domestic 
art should be double periods. 

OUTLINE OF DOMESTIC ART 

COURSE I. ONE-HALF UNIT 

The outline of fabrics is intended to be given in connection with 
the sewing lessons after the class has begun a piece, then the teacher 
should discuss the fabric that is being used. 

It is supposed that hand sewing has been given in the 7th and 8th 
grades of elementary school and that first instruction is given in 
machine sewing in the high school. 

Individual Equipment. — Sewing apron; scissors, sewing bag; 
needles, Nos. 7 and 8 ; emery ball ; thread, 60 and 70. Note : — By 
assessing each member 5 cts. thread can be purchased and left on 
machines. 

CLOTHING 

Drill the class on the threading, winding of bobbins, oiling and 
cleaning of machines, use of attachments. Never allow a class to 
use machines until these class instructions have been given. Use of 
paper patterns or simple tape and rule method of drafting. 

Underivear. — Muslin petticoat, trimmed. Materials: Cloth: 
kinds, long cloth, Lonsdale cambric, Berkley cambric. Trimming: 



72 HIGH SCHOOL MANUAL 

kinds, embroidery, width, not to exceed ^ the length of skirt, or 
lace insertion and edge. Comparative value of lace and embroidery. 
Quality, use of embroidery of same quality as other trimming. 
Methods of application : under tuck, under bias folds, under finish- 
ing braid. Thread No. 60. 

Pattern cutting. Economy of material ; accuracy in placing pat- 
terns. Basting. Accuracy. 

Seams : Plain, French, felled. 

Button holes : Finsh end with bar. 

Plackett : Length, width, lap, method. 

Drazvers. — Material : Quality, kind, same as for petticoat. 

Pattern : Cutting, basting seams, plackett, band, buttonholes, 
— see outline for petticoat. 

Corset Cover. — Material : Kind, plain as for petticoat, barred or 
striped dimity, dotted swiss, or embroidery. 

Pattern : Seamed, seamless ; adapt style to figure of wearer. 

Thread, No. 70. For other details, see petticoat. 
. Nightdress. — Materials : Quality, same as petticoat. Quantity, 
twice the length from shoulder to floor, adding length of sleeves. 

Trimming : Lace or embroidery to correspond with petticoat. 

Sleeves, placing of seams. 

Millinery. — Points to be considered : Making of wire frame, cov- 
ering with braid, trimming ; size, style and shape adapted to wearer ; 
color suitable for occasion and suitable to complexion of wearer. 

V/hen classes are large, the teacher should furnish a full and com- 
plete description of method of procedure so that it will not be nec- 
essary for individuals to wait for attention. 

COURSE II. ONE-HALF UNIT 

Shirt Waist. — Kind : Tailored. Tape measure. Draft to common 
measure ; draft to individual measure. Cut and fit. Materials : 
Suited to season ; cotton would be best for first waist. Color : 
Suited to yearer. Style : Suited to wearer, not too complicated. 
Sleeve : Placket. 

Skirt. — Pattern : Draft ; length, suitable to age of wearer. Ma- 
terial : Woolen skirt, to match waist. Plackett ; finish of bottom ; 
finish of seams ; finish of band ; sewing hooks and eyes ; making of 
loop hangers. 

Thin Dress. — If in fourth year of course, graduating- dress could 
be made. Materials : Swiss, dotted or plain lawn, batiste, organ- 



HIGH SCHOOL MANUAL ^2, 

die, mull, India linen. Pattern, paper. Style to suit the figure of 
wearer. Trimmings, lace or embroidery of quality to suit material. 
Method of applying lace insertion. Cutting and fitting. Fastening. 
Buttons and button holes. Thread, No. 80, 90, or 100, according to 
quality of material. 

In all the garments, an accurate account of the cost of materials 
should be recorded. 

OUTLINE FOR TEXTILES 

I. STUDY OF FIBERS 

A. Classification of Fibers. 

1. Vegetable fibers — 

(a) Cotton: Distribution of plant; (2) cultivation and its in- 
fluence on quality of fiber; (3) steps in handling, — (a') pick- 
ing, (b')ginning, (c') baling, (d') marketing; (4) appearance 
under microscope and characteristics of fibers; (5) varieties 
of cotton. 

(b) Flax: (i) distribution; (2) cultivation; (3) treatment, — 
(a') rippling, (b') retting, diflferent methods, (c') breaking, 
(d') scratching, (e') hackling; (4) characteristics of fiber; 
(5) comparison with cotton as to (a') physical characteris- 
tics, (b') wearing qualities, (c') cost. 

(c) Minor vegetable fibers — Ranne, jute, hemp, pineapple fiber, 
and vegetable sink ; production of each ; characteristics of 
fiber ; its comparative cost. 

2. Animal Fibers — 

I. Vegetable Fibers — 

(a) Wool: (i) Varieties of sheep; (2) effect of breed, climate 
and food on quality of wool; (3) preparation of wool, — (a') 
shearing, (b') sorting, (c') scouring, (d') marketing; (4) 
characteristics of fiber; (5) value for clothing. 

(b) Minor animal fibers: Camel's hair, alpacca. Angora goat 
hair ; characteristics of each and use. 

(c) Silk: (i) History of silk production; (2) study of silk 
worm and stages in its metamorphosis; (3) treatment of co- 
coon, — (a') baking, (b') reeling, (c')tying, (d') marketing; 
(4) characteristics of silk; (5) comparison with other fibers 
as to (a') length, (b') characteristics, (c') cost, (d') wearing 
qualities, (e') comparative loss in cleaning. 



74 HIGH SCHOOL MANUAL 

II. SPINNING. 

A. Primitive methods and development of spinning processes. 

B. Modern methods, including all the processes, — (i) opening 
and picking, (2) carding and combing, (3) drawing, (4) 
spinning. 

III. WEAVING 

A. Primitive methods. Development of (i) heddle, (2) shut- 
tle, (3) reed. 

B. Modern machinery and methods. 

C. Weaves : Plain, rib, basket, twill, and sateen. Cloth in which 
each is used. 

IV. LATER PROCESSES. 

A. Bleaching: Methods used. 

B. Dyeing: (i) History of dyeing; (2) dyes, — (a) natural, 
(b) artificial, (c) comparison as to (a') fastness of color, (b') 
effect on cloth; (d) use of mordants, (e) steps in dyeing. 

C. Printing : ( i ) Primitnve methods and development of print- 
ing processes; (2) modern methods. 

D. Finishing: (i) Of cotton, linen, wool, and silk; (2) meth- 
ods of producing various effects through finishing. 

E. Fabrics : Study of names of cotton, linen, wool and silk 
textiles. Production of each and characteristics. Selection of 
materials suitable for different purposes considering, — (i) text- 
ure, (2) color and design, (3) wearing qualities, (4) cost. 

v. PRACTICAL WORK 

A. Dyeing. 

B. Laundering: (i) Effect of heat, acids, alkalies, etc.; (2) 
removal of stains. 

C. Practical tests for fibers. 

D. Determination of adulterated products. 

OUTLINE FOR DOMESTIC SCIENCE 

COURSE I 

It is suggested that all the theoretical work be given to the class 
while the food is in process of cooking. The teacher should en- 
deavor to use foods in season. The outline appears in some places 
deavor to use foods in season. 



HIGH SCHOOL MANUAL 75 

Fruits. — Cookery. 

Kitchen. — Laboratory rules ; duties of housekeeper ; supply table. 

Equipment. — List, draw diagram of desk ; contents ; care. 

Refrigerator. — Care ; construction. 

Sinks. — Care. 

Stove or Range. — Care; diagrams; principles involved; drafts, 
etc. 

Ventilation. — Necessity. 

Combustion. — Definition ; analogy between body and stove. 

Fruits Continued. — Uses ; preparation of fresh fruits ; decay ; se- 
lection care. 

Fruits and Vegetables. — Methods of preparation; baking; boiling; 
steaming. Prepare apples and potatoes by the three methods. 
Note time required for the three processes. 

Cookery of Starches. — Grate potato and prepare starch ; test po- 
tato, turnip, carrot, cabbage, and other vegetables, also fruits 
with iodine. A blue color indicates presence of starch. 
Which ones contain starch? Examine starch under micro- 
scope, making drawings. Strain the above grated foods so 
as to get cellulose. Note the defferent amounts. Slice a po- 
tato and apple, put on blotting paper and weigh. Evaporate 
to constant weight. The difference between the two weights 
represent the amount of water. Cook tomatoes, sweet pota- 
toes, sweet corn, cabbage .onions. 

White Sauce. — Three methods of preparation; uses; (i) Cream- 
ed vegetables, (2) escalloped vegetables, (3) cream of vege- 
table soups, (4) spaghetti and tomato sauce. 

Cranberries. — Cookery. 

Salted Nuts.— (Cvanhernes and nuts used for Thanksgiving les- 
son.) 

C^r^a/.y.— Test with iodine; study under microscope; cookery; 
time required; use of fireless cooker; explain principle of 
fireless cooker; cost of cereals; methods of serving. 

^M^rar.— Manufacture ; cost; cookery; study temperature of dif- 
ferent stages; Christmas candy; figure cost of home made 
and purchased candy. 

Eggs. — Test with iodine, and nitric acid ; heat and salt ; structure ; 
food value; preservation; care; cookery; soft cooked; hard 
cooked ; poached ; breaded. 

Milk.— Test with iodine, nitric acid, heat, salt; care of milk; 



76 HIGH SCHOOL MANUAL 

cleanliness, milk inspection; cost of milk; food value; diges- 
tion ; cookery. Scald and note temperature at which scum 
rises. 

Custards. — Plain and floating island ; application of experiment in 
temperature of cooking eggs ; use of double boiler ; disadvan- 
tages in allowing water to boil in the bottom part of double 
boiler ; baked custards ; blanc mange ( substituting corn 
starch for egg thickening) ; use junket for junket pudding. 

Meat. — Buying and caring for; test with iodine, nitric acid, hot 
water, cold water, add salt to water and test ; structure ; mi- 
croscopic ; cookery ; methods ; saute chops ; boiling cheap cut ; 
(use fireless cooker) ; roast; use of left overs; (hashed and 
creamed). 

Gelatine. — Manufacture; use; proportion of gelatine to liquid. 

Cheese. — Kinds ; manufacture ; cookery. Cheese f ondu ; maca- 
roni and cheese ; crackers and cheese. 

Baters and Doughs. — Leavening agents ; air ; steam ; eggs ; baking 

powder; soda with sour milk; soda with molasses; yeast; cook- 
ery ; pop overs ; muffins ; tea cakes ; baking powder biscuits ; 
shortcake; ginger bread; bread; (short process with yeast). 

Beverages. — Test tea and coffee with iodine, nitric acid, ferric 
chloride ; do you find starch or protein ? Ferric chloride will 
precipitate the tannin. Tea : kinds ; Coffee : kinds ; choco- 
late, cocoa, sources of each ; manufacture of above ; cookery. 
Prepare tea and coffee in several ways, testing with ferric 
chloride to determine best method. 

Fruit Beverages. — Frozen fruit juices. 

Ice Cream. — Plain. 

REFERENCE, — 

Williams and Fisher, Theory and Practice of Cookery. 

Snyder, Human Foods. 

Wilson, Handbook of Domestic Science and Art. 

COURSE II 

Review of laboratory rules: Care of kitchen, sink; traps; defini- 
tion for foods ; classification of foods. 
Carbo hydrates — 

Fruits. — Composition ; dietetic value ; cost ; preservation ; steril- 
ization; canning; preserves; jam; jelly; pickles; cookery for 
immediate use. 
Vegetables. — Canning; corn, peas, beans, tomatoes. Vegetables: 



HIGH SCHOOL MANUAL 77 

classification ; sources ; composition ; dietetic value ; cost. 
Salads; kinds; vegetable; frut; meat; cheese; salad dressing; 
French ; boiled ; mayonaise. 

Cereals. — Cookery; left over (use in puddings, compotes). 
Proteins — 

Classification ; composition ; food value ; cost ; cookery. 

Eggs. — Scrambled ; omelets. 

Meats. — Food value ; cuts ; visit to market ; methods of prepara- 
tion ; broiled ; boiled and stewed ; roast ; saute ; braized ; pot 
roast ; soup stock ; cookery ; porterhouse ; chops ; roast ; ribs, 
etc. ; meat pie ; meat salad. 

Cheese. — Soufifle; rarebit. 

(Teachers desiring to prepare salads from meats, eggs and cheese 
may introduce the same at this point instead of above. 
Fats — 

Source. — Composition ; food value ; digestion ; cost ; cookery. 
Croquettes : direction for molding ; direction for frying. 
Use of left-overs in croquettes. 

Cake. — Kinds ; butter ; sponge ; formula for butter cakes stand- 
ard and variations. Formula for sponge cake standard and 
variations. Method of mixing; method of baking. Oven 
temperature. 

^read. — Materials to be used ; flour, yeast, liquid, etc. ; methods 
of making, mixing, kneading, temperature. Baking: time, 
temperature, reasons for baking. Care of bread after bak- 
ing ; digestion of bread ; nutritive value ; comparison of home- 
made and baker's bread as to cost; as to quality. Visit a 
commercial bakery; judge bread, using score card; uses of 
stale bread ; toast ; croutons ; crumbs. Prepare sandvi^iches. 
Water— 

Beverages. — review of tea, cofifee, cocoa, chocolate, fruit drinks. 
Compare dietetic value of each ; compare important constit- 
uents ; methods of preparation ; physiological effects ; diet- 
etic value of each. Tests for tannin. 

Frozen Dishes. — Value in dietary; methods of freezing; princi- 
ples involved ; construction of freezer ; care of rreezer. Im- 
provise a home-made freezer. Use of fireless cooker in mak- 
ing frozen desserts without agitations. Classification of 
frozen desserts, — (a) with agitation; (b) without agitation. 



78 



HIGH SCHOOL MANUAL 



Planning of Meals — 

Balanced rations, nutritive values, market values. 
Serving of Meals — 

Setting the table ; care of dining room ; systematic management of 
kitchen; direction to waitresses; host and hostess. Serving 
of lunch; cost seven cents, ten cents per capita. Breakfast; 
seven cents, ten cents per capita. Dinner; seven cents, ten 
cents; fifteen cents per capita, — family dinner. Three course 
dinner, fifteen cents ; five course dinner, twenty cents. 
School Lunches — 

Receptacles for packing; contents; packing; (use of parafine 
paper and paper napkins). 
Picnic Lunches — 
Contents ; packing. 

MECHANCAL DRAWING 

FIRST ONE-HALF UNIT 

The purpose of the Mechanical Drawing course in the first year 
of the high school is to teach the pupil to read and make working 
drawings and sketches, to give a knowledge of geometric construc- 
tion, and to produce skill in the use of instruments by a drill in the 
making of drafting conventions. 



Group I 
Straight lines — Measurements, use 
of T square and triangles in draw- 
ing horizontal, vertical and inclined 
lines ; conventional lines, free hand 
working sketches. 

Group H 
Circles— Use of compasses, use of 
centre lines, cross-hatching sections, 
free hand working sketches. 

Group HI 
Tangents — ^Finding centres and 
points of tangency, free hand work- 
ing sketches. 

Group IV 
Construction of geometric figures 
using the three mechanical drawing 

views. 

Group V 
Free hand and mechanical letter- 
ing. — Emphasis on placing, form, 
slant, spacing, texture of line. 



Problems Suggested 
Exercise sheets in lining, rectan- 
gular frame, triangular frame, try 
square, bracket, box and bench-hook. 



Problems Suggested 
Exercise sheet, ring, circular pic- 
ture frame, flower pot, cylinder head, 
circular box. 

Problems Suggested 
Exercise sheet, torus, gland crank, 
face plate, bearing link. 

Problems Suggested 

Exercise sheets of geometric fig- 
ures. Rectangular prism, hexagonal 
prism, pentagonal pyramid, triangu- 
lar pyramid. 

Problems Suggested 
Gothic alphabet and figures. 














jk 



2 



8o 



HIGH SCHOOL MANUAL 



MECHANICAL DRAWING 



SECOND ONE-HALF UNIT 



The purpose of the Mechanical Drawing course in the second 
year is to produce better technique in drawing, to train the imagina- 
tion and the power to visuahze by teaching the fundamentals of 
projection. 



Group I 
Working drawings of furniture. 



Group H 
Working drawings 
parts. 

Group HI 
Isometric projection 
projection. 



Group IV 
Revolution of solids. 



Group V 
Developments. 

Group VI 
Intersections. 



REFERENCE, — 



of machine 



and cabinet 



Problems Suggested 
Table, towel-roler, chair, tabouret, 
stool, screen, cabinet, etc. 

Problems Suggested 
Wrench, pulley, coupling, connect- 
ing rod, shaft bearing, bolts, screws. 

Problems Suggested 
Cube, cylinder, hexagonal prism, 
pentagonal prism, mortise and tenon 
joint, stool, saw-horse, shaft box. 
Making cabinet projection of some 
of the problems under group one. 

Problems Suggested 
Cube, cross angle block, square 
pyramid, rectangular prism, triangu- 
lar prism. 

Problems Suggested 
Prism, cjdinder, pyramid, cone, 
funnel pan, pipe elbow. 

Problems Suggested 
Cylinder cut by prism, two cylin- 
ders of different diameters intersect- 
ing. 



The 



Problems in Mechanical Drawing, by Charles A. Bennett. 
Manual Arts Press, Peoria, Illinois. 

Course in Mechanical Drawing, Junior, Intermediate and Senior, 
by Thorne. The Williams Brown Earl Co., Philadelphia. 

Elements of Mechanical Drawing, by Gardner C. Anthony. D.C. 
Heath cS: Co., Boston, Mass. 

Aplied Mechanical Drawing, by Frank E. Mathewson and Judson 
L. Stewart. The Taylor-Holdon Co., Springfield, Mass, 

Notes for Mechanical Drawing, by Frank E. Mathewson. Man- 
ual Arts Press, Peoria, 111. 

The Essentials of Lettering, by Thomas E. French and Robert 
Meiklejohn. Manual Arts Press, Peoria, 111. 



HIGH SCHOOL MANUAL 8i 



Mechanical Drawing and Elementary Machine Design, by John 
S. Reid and David Reid. John Wiley & Sons, New York City. 

FREEHAND DRAWING 

ONE-HALF UNIT 

One year, forty to forty-five minutes a day, one-half credit. 

The student should be able to draw the geometrical figures and 
all still life studies with intelligence as regards perspective and light 
and shade. He should have a knowledge of the drawing of flowers 
and plants both as regards their natural form and their use in de- 
sign and decoration. 

He should know the forms of different animals and be able to 
sketch any one of the common animals in an interesting manner. This 
may be learned by a close observation of animals from day to day 
and a study of the pictures of animals. He should have some ex- 
perience in the sketching of figure poses showing different actions. 

Every student should prepare a set of drawings made through 
the year to be graded in the final test. There should be twenty-five 
of these, ten of which should be design and decorative work. In 
estimating the collection such points as accuracy of drawing, good 
]-roportion, good placing, balance, rythm and harmony of coloring 
should be considered. 

VOCAL MUSIC 

ONE-HALF UNIT 

One year, thirty minutes a day, one-half credit. Much the greater 
portion of this time should be devoted to the ensemble singing of 
good songs. The material for this study should be taken from the 
leading operas and oratorios and other good music from our fore- 
most composers. It is also urged that the best possible rendition 
of our standard hymns and patriotic songs be emphasized. 

The examination should be written and oral. The written work 
will consist of the elements of notation, including the scale, both 
major and minor, key signatures, notes and rests of different 
lengths, intervals, terms as applied to musical expression, key board, 
etc. 

The oral work will consist of sight singing and the recognizing 
of tones from dictation. 



82 HIGH SCHOOL MANUAL 

PENMANSHIP AND SPELLING 

ONE-HALF UNIT 

Very little if any writing should be done in copy books in high 
school. In fact, if an instructor is qualified to put the copies on the 
blackboard and direct the pupils in their practice, much better results 
may be obtained by the use of loose practice paper than with the 
copy book. The forearm, or "muscular" movement, should be cul- 
tivated and for this purpose the teacher and pupils will find a great 
deal of helpful material in such publications as the Penman's Art 
Journal, the American Penman, and The Business Educator. 

The words in the exercises in spelling should be those commonly 
used in correspondence, in reporting and in business. 

The examination of the high school board will require a specimen 
of the pupil's handwriting and the spelling of difficult words in 
common use with special emphasis on those used in business. 

BOOKKEEPING 

ONE-HALF UNIT 

This course should include a thorough drill in the elements of 
bookkeping and practice in the use of the more common books of 
accounting, such as the day book, journal, cash book, sales book, 
check book, ledger, bills receivable and bills payable book, and trial 
balance and statement book. Some single entry might be given, but 
most of the work should be done in double entry. Students should 
be required to fill out and become familiar with such business forms 
as invoices, notes, drafts, checks, receipts, statements of account, 
etc., and a system of instruction which requires these papers to be 
made out for the transactions entered in the books of account is to 
be preferred to one which does not require them. 

ONE UNIT 

The full year course in bookkeeping should include, in addition 
to the work outlined for the half-year course above, advanced work 
in bookkeeping and business forms, either by independent individual 
sets for the pupils or by organizing the class into a community for 
business practice with some suitable guide for the transactions to 
be performed and the books to be kept. In the latter method care 
should be taken to hold the pupils strictly to the work in hand, and 
to a hisrh standard in business forms and books of account, Ic^t 



HIGH SCHOOL MANUAL 83 



time be wasted in useless "dickering." All transactions should be 
carried out by correspondence, thus reducing confusion to the mini- 
mum. 

COMMERCIAL LAW 

ONE-HALF UNIT 

The following from the report of the Commission of the North 
Central Association of Colleges and Secondary Schools will serve 
as a guide : 

Study the legal principles governing business relations, especially 
contracts, their nature, essentials, and effects ; further sales, interest 
and usury, bills and notes, agency, partnership, corporations, real 
property and mortgages, liens, attachments, surety and guarantyship, 
bailments, common carrier, banking, fire insurance, landlord and 
tenant. 

Text book, supplemented by some study of cases (by way of illus- 
tration), discussions, and practice in drawing legal papers such as 
a contract, note, bill of exchange, bill of sale, bill of lading, power 
of attorney, deed, mortgage, lease, notice of protest, etc. 

COMMERCIAL GEOGRAPHY 

ONE-HALF UNIT 

The following is from the report of the committee on commercial 
subjects for the Commission of the North Central Association of 
Colleges and Secondary Schools and is adopted as the requirements 
in this subject: 

As the history of commerce is concerned with the past of com- 
merce, so commercial geography describes and seeks to explain the 
industry and commerce of nations today. It is "a comparative study 
of the nations of the world, their commercial prominence and their 
contest for the trade of the world." 

The introductory work should cover: (i) the effect of surface, 
soil, climate, etc., that is, the physical factor of commerce; (2) the 
influence of race, religion, education, commercial policies, etc., that 
is, the human factor in commerce; (3) the efifect of economic forces 
on production and commerce; (4) means of transportation and 
communication. 

Folowing this should come a detailed study of the United States 
by sections and then as a whole, with reference to physical features, 
and climate, natural resources, population, leading industries, trans- 



84 HIGH SCHOOL MANUAL 

portation facilities and commerce, especially foreign commerce ; then 
a study of the outlying possessions of the United States ; and finally 
a survey of other important commercial countries from the same 
A^ewpoint. 

The text book, supplemented by map work and assigned readings. 
For purposes of illustration, samples of commercial staples, lantern 
slides, stereopticon pictures, etc., should be freely employed; and 
wherever possible, visits of inspection made and informal lectures 
secured by experts in various industries. Should be preceded by 
physical geography. 

SHORTHAND. 

FIRST UNIT — SECOND UNIT. 

So much depends upon the system taught and the method of in- 
struction in arranging this course that very little will be said about 
it here. Each of the leading systems has not only its text-book but 
reading and writing exercise books and books for use in dictation. 
The examination will include questions covering the principles of 
the system, and exercises to be dictated to the class and transcribed 
by them either on the typewriter or by longhand. 

No credit should be given for work in shorthand unless the pupil 
takes typewriting in his course also. 

For the one unit of credit the pupil should complete the principles 
of the system that he is studying, acquire a speed of 75 words per 
minute from dictation, and pass the required examination for this 
course. This work of 75 words per minute must be "absolutely 
correct;" i. e., that number of words must remain after deducting 
three words for each mistake. 

For the second unit of credit, the pupil should acquire a speed of 
500 words per five minutes, (absolutely correct work), and pass the 
examination for the second unit course. 

TYPEWRITING 

ONE UNIT 

In typewriting what is known as the "Touch" method is recom- 
mended. By this method the pupil learns to use all the fingers in 
operating the machine and keeps his eyes off the keys. A shield 
should cover the keys, and the operator's hands. A good one to fit 
any machine can be secured from the Chrisman Publishing Com- 
pany of St. Louis. There are many good manuals for the teaching 



HIGH SCHOOL MANUAL 85 

of the touch method, advertisements of which may be found in any 
of the shorthand magaines. Some work in tabulating, bilHng and 
title paging should be given in the advanced part of the course. 

The object is first, accuracy and second, speed, speed in taking 
dictation, copying and transcribing notes. Equally essential are cor- 
rect spelling, capitalization, punctuation and paragraphing. 

Thoro training should be given also in the care of the machine, 
and methods of copying, manifolding and filing papers. 

The speed to be attained for a full unit of typewriting should be 
35 words per minute from copy and 25 words per minute in the 
transcription of notes. This work should be "absolutely correct ;" 
i. e., 35 and 25 words after deducting 3 words for every error. To 
accomplish this will require not less than two periods a day for one 
year, or one period a day for two years. 

PSYCHOLOGY, ELEMENTARY 

ONE-HALF UNIT 

This part of the course deals, in an elementary way, with the 
facts and theories of general psychology. Its aim is to introduce 
the pupil to a study of his own mental states as a preparation for the 
sympathetic and intelligent observation of the lives of others. 

PEDAGOGY, SCHOOL MANAGEMENT AND SPECIAL 

METHODS 

ONE-HALF UNIT 

A discussion of the common problems of school management and 
of rational methods of teaching the various subjects found in ele- 
mentary school programs. The class should, under the direction of 
the teacher, make frequent visits to the grade rooms to observe how 
the methods under discussion are put into actual operation. Pupils 
should make a full report of such visits. The observation work 
should be made an important feature during this semester. 

ARITHMETIC— HIGH SCHOOL 

ONE-HALF UNIT 

The aim in this course is a thorough knowledge of the essentials 
of arithmetic. This course should result in accuracy, rapidity, neat- 
ness, a reason why, and the ability to state that reason in good 
English. 



86 HIGH SCHOOL MANUAL 

One-half of the time should be given to rapid oral work and to 
the statement of definitions and principles. Each written exercise 
should be done under a limit time and accurate work only should 
be accepted. 

This course includes notation by the use of Arabic characters 
and Roman numerals; numeration, — the reading of decimal frac- 
tions through millionths at sight ; a general discussion of reduction ; 
scale as used in different phases of arithmetic ; the fundamental pro- 
cesses in whole numbers, decimal fractions and in common frac- 
tions in which the denominator is 2, 3, 4, 6, 8, 12, and 16; the multi- 
plier, abstract, etc. ; aliquot parts and short methods in multiplica- 
tion and division; statement of fundamental principles and defin- 
nitions ; daily rapid oral work in addition ; tests of divisibility ; fac- 
tors; multiples; powers and roots of small numbers; commercial 
statements and commercial paper; time, circular, linear, square, 
cubic and capacity measures, avoirdupois weight; board measure; 
plastering, carpeting, etc. ; the more elementary phases of longitude 
and time; the three cases in percentage, — to find any per cent, of 
any number, — to find a number when a certain per cent, is given, — 
and to find what per cent, one number is of another; reduction of 
any per cent, to a common fraction or decimal fraction; commer- 
cial and bank discount; taxes; insurance; interest and interest ta- 
bles ; square and cube root ; measurement of surfaces and solids, 
including cones, cylinders and spheres; elements of the metric sys- 
tem ; problems involving purchases by the ton and by the thousand, 
and problems in meaurement and percentage. 

This course does not include : addition, subtraction, multiplica- 
tion and division of denominate numbers ; tables of English money 
and troy and apothecaries' weight ; surveyors' measures ; averaging 
accounts; stock- jobbing; U. S. securities; gold investments; com- 
pound proportion ; custom house business ; partnership ; duodeci- 
mals ; arithmetical and geometrical progressions ; alligation. 

This course in arithmetic is designed to take the place of the 
commercial and senior-review courses offered formerly, and only 
one set of questions for arithmetic, done in the high school, is de- 
siged to be offered. It is believed that the teacher can give the sub- 
ject the commercial or pedagogical viewpoint, as local conditions 
may require. 



HIGH SCHOOL MANUAL 87 

SENIOR GRAMMAR 

ONE-HALF UNIT 

The aims of senior grammar are similar to those of senior arith- 
metic, viz.: Comprehensive and intensive study of the subject for 
such a mastery as was impossible four years before, and also the 
phase of the subject needed by the prospective teacher in presenting 
it to his classes. 

If the teacher is masterful and independent of any particular 
book, it would be profitable to spend the semester on work devised 
or chosen from various sources, and then, under the direction of the 
teacher have the pupils investigate the assiged lesson in various 
texts kept on the shelves or in those in their own possession. This 
would give rise to diflferences of view and, with a skillful teacher, 
to reconciliation later on. As in arithmetic, every topic of grammar 
should be investigated, but the fundamental principles should not 
be lost sight of in discussion over minor and merely formal details. 
Grammar should be built up, or developed as other sciences in ac- 
cordance with inductive procedure — examining and classifying ma- 
terial as in chemistry or botany. It is a thought subject par excel- 
lence. The emphasis should, of course, be laid on the sentence an- 
alyzed into its various parts, and on the kinds and relations of these 
parts. 

COMMON SCHOOL SUBJECTS 

The state high school board offers examinations in arithmetic; 
English grammar and composition ; the history of the United States ; 
geography; reading, spelling and penmanship. These examinations 
are designed for pupils who have completed the eight grades of the 
common school course and desire to enter the high school. The ex- 
aminations in arithmetic; English grammar and composition; his- 
tory, and geography will require no farther comment than that they 
will cover the work that is usually done in these subjects in the 
grammar grades. Reading, spelling and penmanship will be treated 
in a single paper in accordance with the following plan : 

The examination in reading will be based upon a portion of the 
literature that is read in the grammar grades of our schools, namely, 
upon : 

Whittier's Snowbound. 

Burroughs' Birds and Bees. 



HIGH SCHOOL MANUAL 



Irving's Sketch Book: Rip Van Winkle, Westminster Abbey, 
The Voyage, Legend of Sleepy Hollow. 

Holmes' Grandmother's Story of the Battle of Bunker Hill, How 
the Old Horse Won the Bet, A Ballad of the Boston Tea Party, 
The Last Leaf, Old Ironsides, The Living Temple, The Chambered 
Nautilus. 

Longfellow's Evangeline and The Courtship of Miles Standish. 

The pupil's scholarship mark in spelling will be determined from 
his answer paper in the subject of reading; provided that the exam- 
iner may supplement this test with a list of words selected for the 
purpose from the literature named above, but no rare or unusual 
words shall be included in such list. 

This answer paper will also serve as a specimen of the pupil's 
penmanship and will determine his grade in that subject. 

In addition to studying the subject matter of what is read for the 
purpose of getting the author's meaning, pupils should give careful 
attention to distinct pronunciation and a pleasing and effective oral 
expression of the thought. This should constitute an important 
feature of all school work in reading, but in the nature of the case 
it is impossible to give it proper recognition in a written examina- 
tion. It is therefore suggested that the superintendent of the school 
supplement the high school board examination with an oral test that 
shall show the pupil's skill in the art of reading aloud. 



VIII. GENERAL REFERENCE, — 

Webster. International Dictionary. 

The Century Dictionary. 

New International Encyclopedia. 

Encyclopedia Americana. 

The Loose-Leaf Nelson Encyclopedia. 

Aiton's Encyclopedia. 

Brewer. Reader's Handbook of Famous Names in Fiction. 

Brewer. Dictionary of Phrase and Fable. 

Imperial Atlas of the World. 

Ringwalt. Briefs on Public Questions. 

World Almanac. 



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